,/u_n_Jt-. 

REESE   LIBRARY 

UNIVERSITY  OF  CALIFORNIA. 

Deceived  1  23  1694 

L  Accessions  No.  i5ty~702—.      Class  No. 


NATIONAL 


KINDERGARTEN  MANUAL. 


CONTAINING 


PRACTICAL  MODEL  LESSONS,  RULES  AND  LEC* 

TURES  FOR    THE  KINDERARTEN  AND 

THE  NURSERY,    STORIES,   ETC. 


BY 

MRS.    LOUISE    POLLOCK, 

Principal  of  Washington  Normal  Kindergarten  Institute. 


BOSTON 

DEWOLFE,  FISKK  AND  COMPANY 
1889 


COPYBIGHT,    1888, 

BY  HENRY  A.  YOUNG  &  Co. 


CONTENTS. 


Page 

INTRODUCTION 5 

FREDERICK  FROEBEL 6 

CHARACTERISTICS  OF  A  TRUE  KINDERGARTEN       ...  7 

PART  I. 

Model  Lessons  for  Kindergarten  and  Primary  Schools. 

LESSON  No.  1.  —  Conversational  Exercises        ....  12 

Story  of  the  Little  White  Lily        ...  14 

No.  2.  — The  Six  Colored  Worsted  Balls       ...  16 
How  Cochie  and  Gamble  made  Three  New 

Colors 17 

Ball  Lesson  for  Youngest  Children         .         .  20 

Play  of  the  Clock 21 

Ball  Lesson  for  Older  Children       ...  22 

"        No.  3.  — Second  Gift :  Ball,  Cube  and  Cylinder  .         .  24 

"        No.  4.  —  Third  Gift :  A  Cube  divided  into  Eight         .  26 

No.  5.  — Fourth  Gift:    Eight  Oblong  Blocks        .         .  29 

Kind  Hans ;J1 

No.  6.  —  The  Tablets 

"        No.  7. —  Stick  Lesson 36 

"        No.  9.  —  Rings 38 

"        No.  9.  —  Paper  Folding 40 

Folding  with  Larger  Children         ...  42 

"        No.  10.  —  Peas  and  St  <            Wires       .                 .        .  48 

No.  11.  — Clay  Modelling 46 

No.  U._  The  Gonograph  or  Connected  Staff       .         .  48 

S.uiil  in  the  Kindergarten      ....  ;">0 

iii 


IV  CONTENTS. 

PART    II. 

Stories  for  the  Kindergarten  and  the  Family. 

Page 

The  Art  of  Telling  Stories                                                      .         .  53 

Rose  and  her  Flowers 57 

Snowdrop 58 

Louis  Sees  the  New  Year  Come  in 60 

The  Wise  Little  Finger 62 

Miss  Swallowtail 63 

Squirrel 67 

Charlie's  Garden           .                          68 

The  Discontented  Brooklet                   71 

Mary's  Little  Lamb 74 

The  Monkey  Trying  to  be  a  Man 76 

The  Mission  of  Flowers 81 

Willie's  Kite 81 

Springtime .82 

Story  of  Buzzy 83 

PART   III. 

Lectures  on  The  Kindergarten  in  the  Nursery. 

LECTURE  No.  I.  —  Considerations  of    the   Best  Physical    and 

Soul  Nourishment  of  the  Infant         .         .  91 
"         No.  II.  —  Maternal  Instincts  need  the  Guidance  of 

Wisdom 101 

"         No.  III.  —  The  Aims  of  Education  and  Moral  Cul- 
ture           109 

"        No.  IV.  —  The  Influence  of  Music  in  Education          .  116 

No.  V.  —  By  William  Walker,  Esq 126 

"        No.  VI.  —  Epochs  in  Child-Life  which  exert  a  power- 
ful  Influence  upon   his   Character  and 

Disposition      ......  136 

No.  VII.  —  Government  of  Children  ....  148 

No.  VIII.  —By  Mrs.  Caroline  B.  Winslow         .         .  160 
"        No.  IX.  —  Advantages  of  Intimate  Intercourse  with 

Nature 169 

Second  Story  of  the  Five  Little  Travellers          172 


List  of  Reference  Books  on  Kindergarten  Subjects  .        .         .       176 


INTRODUCTION. 


MY  object  in  publishing  the  present  volume  is  to  disseminate,  as 
much  as  in  my  power,  a  knowledge  of  the  kindergarten  philosophy 
among  teachers  as  well  as  parents.  The  "National  Kindergarten 
Songs  and  Plays'*  were  intended  to  fill  a  certain  want;  and  the  little 
book  has  been  well  received.  An  additional  number  of  the  songs 
and  plays  so  popular  in  our  Washington  Kindergartens,  will  be 
found  in  my  new  Song  Book,  "  Cheerful  Echoes  from  the  National 
Kindergarten,"  which  has  just  been  published.  At  the  request  of  my 
teachers  and  normal  students,  I  have  introduced  a  few  practical 
lessons  and  stories,  which  illustrate  the  proverbs  and  verses  taught 
during  our  conversational  exercises,  while  biding  the  time  when  I 
shall  publish  a  book  composed  entirely  of  stories  for  the  kinder- 
-ai  t'-u  and  nursery.  To  comply  with  the  wishes  of  many  mothers 
who  have  attended  my  lessons  on  the  kindergarten  in  the  nursery,  I 
have  also  given  my  educational  and  hygienic  rules,  eight  of  which  are 
given  with  each  lecture  to  mothers,  teachers,  and  nursery-maids. 
These  are  part  of  my  teachers'  training,  and  I  hope  that  they  may 
prove  of  as  much  value  in  the  future  as  they  have  in  the  past.  They 
are  gathered  from  the  highest  educational  and  medical  authorities  in 
the  country,  and  have  all  been  tested  by  my  own  experience  in  bring- 
ing up  my  family  of  eight  children.  People  may  say,  our  children 
ought  to  be  exemplary;  but  while  they  are  far  from  perfect,  I  am 
quite  sure  they  would  not  have  grown  up  to  be  as  good  and  useful 
•  •iti/rns  as  they  are,  had  they  not  enjoyed  the  kindergarten  training, 
and  the  most  careful  hygienic  treatment  from  earliest  childhood  to 
maturity.  For  the  benefit  of  kindergarten  training  schools,  I  enu- 
merate my  course  of  Lectures  on  "The  Kindergarten  in  the  Nursery." 
which  are  really  the  foundation  upon  which  the  whole  system  is 
built,  and  a  knowledge  of  which  I  consider  indispensable  to  the 
proper  qualification  of  the  kindergarten  teacher. 

LOUISE  POLLOCK. 


FREDERICK    FROEBEL. 


To  the  Class  of  '87. 


An  honored  name  in  every  land, 
His  followers,  a  faithful  band, 
With  noble  aim  and  purpose  true ; 
With  spirit  brave  to  dare  and  do. 

He  to  the  young  gave  every  thought, 
Suffering  privation,  and  receiving  nought 
But  love  of  those  he  gently  led 
And  with  God's  bounty  daily  fed. 

Great  is  the  work  so  well  began, 
And  left  to  us  the  perfect  plan ; 
All  honor  be  to  him  and  they 
Who  educate  the  child  through  play. 

What  nobler  work,  what  grander  aim, 
The  infant  mind  to  teach  and  train, — 
Each  instinct  mould  with  tender  care, 
Make  mind  and  body  doubly  fair ! 

The  love  of  order,  love  of  toil, 

To  plant  within  this  virgin  soil  5 

The  law  of  love,  the  golden  rule, 

Is  taught  in  Frederick  Froebel's  school. 

Froebel  was  humble  as  a  child, 
His  motives  pure  and  free  from  guile, 
His  purpose  lofty,  good  and  true, — 
A  precious  legacy  he  left  to  you. 

Then  let  us  walk  where  he  has  trod, 

With  armor  strong,  our  faith  in  God. 

We'll  plant  the  seed,  the  increase  He  will  give; 

And  we  will  honor  Froebel  while  we  live. 

MRS.  EMILY  LAKE  ELLIOT, 
Graduate  of  the  Washington  Normal  Kindergarten  Institute. 


CHARACTERISTICS    OF  A    TRUE    KINDER- 
GARTEN. 


Perhaps  the  best  way  in  this  case,  as  in  most  others,  in  stating  what 
a  thing  should  be,  is  to  state  what  it  ought  not  to  be. 

The  kindergartner  should  not  be  a  person  who  simply  chose  this  as 
she  would  any  other  profession,  for  the  sake  of  making  a  living,  nor 
one  who  considers  that  little  or  no  preparation  for  her  work  is  re- 
quired from  day  to  day,  because  the  children  are  yet  so  small.  She 
should  not  content  herself  with  giving  an  object-lesson,  priding  her- 
self on  the  glibness  with  which  the  children  count  the  faces,  edges, 
corners,  of  the  cube  or  other  forms,  then,  letting  the  children  build 
something  according  to  her  directions,  or  build  what  they  like,  with- 
out its  representing  something  familiar  to  the  child,  and  make  it  inter- 
esting to  the  children  by  associations  with  his  own  life  experiences, 
or  those  of  others,  by  means  of  a  story. 

In  the  kindergarten  for  children  under  six,  the  child  should  not 
realize  that  his  play  or  occupation  contains  a  lesson.  It  should  be  the 
br.-t  proof  that  the  kindergartner  understands  her  work,  if  the  child, 
on  being  asked  at  home,  "  What  did  you  learn  to-day?"  says,  "  Noth- 
ing!" IVrhaps  later  in  the  day,  when  her  mamma  sees  her  look- 
ing very  intently  at  a  little  fly  in  the  window,  and  asks  her  what  she 
is  looking  at,  she  replies,  "Just  look  at  this  poor  little  fly,  one  wing 
is  in  a  vertical,  the  other  in  a  horizontal  position." 

She  assimilated  tin;  instruction  in  the  kindergarten  the  same  as  the 

babbling  child  assimilated  not  only  the   food,  but  the  conversation 

with  her  mamma;    learning   unconsciously  a  thousand  things  every 

day.     Tin'  true  kindergartner  should  not  pride  herself  on  keeping  the 

children  still.     She  should  not   u>»-  ri.licule  to  correct  a  child.     She 

should  not  use  pri/es  or  any  similar  means  to  incite  the  children  to 

jjivat   exertions.     She  should  not  specially    praise  children    who  are 

naturally  more  quick  at  giving  good  replies,  or  are  not  so  bashful  as 

who,  through  no  fault  of  theirs,  cannot  do  GO  well  in  work  or 

h. 

It  is  bad  enough  not  to  be  gifted  by  nature,  without  having  an  un- 
ju>t,  thoughtless  teacher  make  them  feel  ashamed  or  wronged. 

In  the  true  kindergarten,  the  children  take  little  or  no  notice  of 


8  NATIONAL   KINDERGARTEN   MANUAL. 

visitors,  they  are  not  self-conscious,  nor  put  themselves  on  their  best 
behavior  to  appear  well,  having  been  taught  a  lesson  of  deceit.  They 
act  the  same  in  the  presence,  as  in  the  absence  of  visitors.  They  do 
not  leave  the  school-room  with  a  shout  of  exultation,  and  realize  a 
sense  of  freedom  from  restraint.  It  snould  not  be  a  school  where  a 
regular  plan  is  carried  out,  no  matter  what  happens.  Though  in  the 
true  kindergarten  each  day  does  have  its  own  plan  for  the  various 
gifts  and  occupations  with  the  kindergarten  materials,  and  each  day 
has  its  own  subject  for  conversational  exercises,  and  for  the  songs  and 
plays  in  harmony  with  it. 

I  will  briefly  state  the  plan  of  conducting  my  kindergarten  exercises 
during  each  day  of  the  week,  which  may  serve  as  a  guide  to  inexpe- 
rienced teachers.  On  Monday  is  what  I  call  our  tuning  day  for  the 
week,  which  is  to  do  for  the  children  what  Sunday  does  for  their 
parents.  We  repeat  the  little  moral  texts  they  have  learned,  and  add 
perhaps  a  new  one,  and  illustrate  its  meaning  with  a  story.  For  in- 
stance, "All  things  work  together  for  good  to  those  who  love  the 
Lord,"  is  illustrated  by  the  story  of  Joseph,  who,  through  suffering, 
was  made  the  instrument  for  saving  the  life  of  his  family  and  of  many 
others.  "  When  the  weather  is  wet,  we  must  not  fret,  when  the  wea- 
ther is  cold,  we  must  not  scold,  but  be  thankful  together  whatever  the 
weather."  "  Never  trouble  another  for  what  you  can  do  yourself ."  "  If 
you  are  angry,  count  ten  before  you  speak;  if  you  are  very  angry,  count 
a  hundred."  "  Do  to  others  as  you  would  that  they  should  do  to  you." 
Recess,  with  motion  plays,  always  follows  the  conversational  exercises 
of  the  morning  as  the  children  must  alternate  sitting  with  moving  ex- 
ercises. On  Monday  the  plays*  which  symbolize  the  trades  are  made 
use  of.  Perhaps  the  story  of  the  morning  was  about  the  little  proud 
grain  of  wheat,  whose  greatest  ambition  had  been  to  be  made  into 
rich  cake,  the  color  of  gold.  With  the  blocks  which  are  played  with 
on  Monday,  we  perhaps  build  by  dictation  a  barn,  a  depot,  or  a  train 
of  cars,  bringing  or  carrying  different  produce  to  different  countries. 
Then, when  they  have  had  time  given  them  to  build  whatever  they 
desired,  and  sit  quiet  a  few  minutes,  to  hear  what  each  one  says  his 
building  represents,  the  genuine  kindergartner  knows  how  to  weave 
all  they  have  tried  to  represent  into  a  continuous  story  of  what  might 
have  happened  to  some  little  children,  as,  in  the  play  of  stage-coach, 
all  the  objects  are  brought  into  notice.  How  else  could  eight  plain 
little  blocks  be  of  any  attraction  to  children,  who  revel  at  home  in 

*  "National  Kindergarten  Songs  and  Plays." 


CHARACTERISTICS. 

any  amount  of  lovely  building-blocks?  Before  the  next  occupation 
of  sewing  various  lines  and  combining  them  into  pretty  figures,  we 
again  march  out,  and  play,  perhaps,  "  The  Thresher."  or  "  The  Kail- 
road,"  or  the  "  Boatman  and  the  Teamster;"  a  thread  of  connection 
running  through  the  whole  morning's  exercises. 

On  Tuesday  the  conversational  exercise  turns  upon  nature,  and 
\\e  sing: 

"  Hum.  hum.  hum. 
Look,  the  bees  have  come,"  etc.  * 

W«-  sing  about  birds,  frogs,  or  the  little  doves.  After  the  play  of 
imitating  some  of  these,  we  have  the  occupation  of  staff-laying,  and 
perhaps  lay  a  hexagon,  calling  it  the  bee's  cradle,  and  tell  a  story 
bringing  in  many  simple  but  valuable  facts  in  the  history  of  the  bee. 
(See  page  83,  "The  story  of  Buxxie.")  This  is  followed  again  by  the 
much  needed  and  enjoyable  physical  exercises,  which  are  succeeded  by 
draw  ing  on  their  slates,  —  perhaps  the  same  forms  they  laid  with  their 
Mai't's.  —  all  depending  on  the  age  of  the  children,  or  the  length  of 
time  they  ha\e  been  enjoying  the  kindergarten  training. 

If  >onie  child  brought  a  bouquet  of  flowers- in  the  morning,  then 
our  Tuesday  bee-lesson  can  be  brought  in  connection  with  the 
flowers,  or  they  can  lay  a  flower-pot,  or  the  story  is  not  so  much 
about  the  bee,  as  about  its  having  gone  to  sleep  in  a  rose  (see 
page  87,  "  Story  of  a  little  Bee  ").  We  have  to  adapt  ourselves  to 
circumstances  and  to  the  children's  moods.  We  cannot  force  our 
moods  upon  them,  ami  should  only  gradually  draw  them  to  become 
inteivMe.l  in  what  we  desire  to  bring  to  their  notice.  When  the 
circus  is  in  the  city,  it  is  useless  to  give  them  our  well-prepared 
.  We  must  interest  them  by  telling  them  stories  of  animals 
and  all  our  play  with  the  gift  relates  to  that. 

Wednesday,  \\e  may  look  at  some  pictures  and  converse  about 
them,  or  talk  about  the  words  of  a  new  song,  or  we  repeat,  some  of 
the  previous  day's  story.  How  well  they  remember  it  !  It  is  quite 
important  to  have  the  children  try  to  tell  the  story  themselves  as  a 
language  leSSOli;  but  in  my  kindergarten  \ve  tind  it  ad\i>al>le  to  have 
children  of  various  ages  all  united  for  the  opening  ami  closing  exer- 
cises, and  the  older  ones  are  sure  to  notice  any  little  variance  or 
anything  left  out,  or  not  ju>t  as  it  was  told,  and  they  invariably  beg 
me  to  repeat  it  myself.  "Where  the  children  are  under  six,  this  is  not 
the  ease,  tn--\  arfl  not  BO  critical,  and  love  to  hear  each  other  talk. 

*  National  Kindergarten  Soims  and  1'lays. 


10 


NATIONAL    KINDERGA11TEN   MANUAL. 


Perhaps  they  repeat  the  lesson  of  the  previous  day,  only  with  different 
materials,  so  as  to  make  the  impression  more  lasting.  They  take 
a  square-laying  tablet  and  place  two  equal-sided  triangles  with  their 
bases  touching  the  upper  and  lower  edges  of  the  square,  and  have 
again  the  hexagon  or  bees'  cradle.  The  gymnastic  plays  are  such  as 
comprise  every  kind  of  physical  exercise,  or  the  play  of  imitating 
what  one  child  after  another  shows.  We  also  weave  on  Wednesday, 
and  sing:  "  Oh  weaving,  weaving,  what  a  joy !  "  etc.  * 

Thursday  is  the  day  when  we  talk  about  the  most  beautiful  home 
on  earth,  our  human  bodies,  and  we  have  the  sweet  finger-plays,  and 
other  symbolical  plays,  such  as  the  spool,  the  wheel-barrow  and  the 
like.  We  have  paper-folding  for  our  occupation,  making  many  geo- 
metrical forms,  such  as  squares,  oblongs,  triangles,  which  to  the 
younger  children  simply  represent  the  top  of  a  table,  or  a  napkin, 
a  book,  or  a  soldier's  cap,  or  circus-tent.  These,  as  well  as  their 
sewing,  weaving  and  parquetry,  we  paste  in  their  scrap-books,  after 
the  departure  of  the  children. 

On  Friday  the  balls  are  used  for  play  and  instruction,  with  the 
physical  exercise  of  marching,  and  plays  of  "In  all  the  green  world 
there  is  nothing  so  sweet,"  etc.,  in  relation  to  the  wool  from  which  the 
ball  is  made,  and  preceded  by  a  little  natural-history  lesson.  Then 
with  the  clay  modeling  which  follows  we  make  things  first  symbolized 
by  the  ball.  On  last  modeling  day  the  balls  had  represented  various 
fruits.  The  clay  ball  was  changed  into  a  cylinder,  and  then  hollowed 
out,  so  as  to  make  a  fruit-jar,  so  that  we  might  have  the  luscious  fruit 
to  eat  at  a  time  when  "winter  rules  with  an  icy  hand  and  nature  takes 
a  rest." 

There  is  so  much  theorizing,  if  I  may  so  call  it,  on  this  subject, 
that  I  prefer  to  deal  mostly  with  the  practical  matters  of  experience! 
for  one  might  read  many  volumes  on  the  aims  and  uses  of  the  Kinder- 
garten Philosophy,  and  yet  not  know  what  is  done  in  a  true  kinder- 
garten. 

The  discipline  in  a  true  kindergarten  leads  to  self-control,  self- 
government.  The  chief  punishment  is  the  loss  of  the  companionship 
of  the  good;  in  their  work  and  play  they  realize  that  work  is  pleasure, 
idleness  a  trial. 


*  National  Kindergarten  Songs  and  Plays. 


FIRST     PART. 


MODEL   LESSONS. 


FOR  KINDERGARTEN  AND  PRIMARY  SCHOOLS. 


01) 


MODEL  LESSONS 

FOR    KINDERGARTEN    AND    PRIMARY   SCHOOLS. 


MODEL   LESSON    No.    I. 

CONVERSATIONAL  EXERCISES. 

THE  picture-books  are  all  being  gathered  up,  for  it  is  now  time  for 
the  Kindergarten  and  school  to  begin.  We  call  it  school,  because 
children  from  four  to  ten  years  of  age  all  unite  in  the  morning  exer- 
cises. The  bell  rings  and  all  rise  to  sing,  except  one  very  small  boy, 
who  has  only  been  a  day  or  two,  and  has  not  yet  experienced  the 
home  feeling  of  wishing  to  be  one  with  the  rest.  First  they  sing  or 
speak  their  little  morning  prayers  : 

"  Now  I  awake  and  see  the  light,* 
'  Tis  God  who  kept  us  through  the  night, 
To  Him  I  lift  my  thoughts  in  prayer, 
And  thank  Him  for  His  watchful  care. 
Oh,  keep  me,  Lord,  throughout  this  day, 
And  drive  all  naughty  thoughts  away." 

Then: 

"  Happy  every  morning,* 
When  the  hour  comes  round, 
To  the  Kindergarten, 
Flocks  of  children  bound, 

La  la  la,  la  la  la,  la  la  la. 
Shaking  hands  together, 
Glad  to  meet  again  ; 
Pleased  to  learn,  and  spending 
Not  the  time  in  vain.     La  la  la,  etc. 

*     National  Kindergarten  Songs. 


MODEL    LKSSON    NO.    L  13 

The  Kindergartener  now  calls  on  each  child  to  recite  various  verses, 
which  all  repeat  in  concert.  As  these  verses  were  being  taught,  each 
one  in  turn  has  been  carefully  explained  and  associated  in  the  chil- 
dren's mind  by  an  example  or  story. 

To-day  they  learn :  "  The  Lord  loves  a  cheerful  giver." 

"But  what  has  a  little  child  to  give?"  Several  children  hold  up 
their  hands. 

'•Well,  Floyd?"  "We  can  give  love."  "  Yes,  certainly,  the  best 
gift  of  all." 

"  Lulu  ?  "     "  We  can  give  kind  words." 

"Mamie?"  "We  can  be  sunshine,"  "That  is  right,  dear  child, 
how  well  you  remember  what  I  told  you,  when  we  were  learning, 
'  Kind  hearts  are  the  gardens,'  etc.  Yes,  you  can  be  either  a  sunbeam, 
or  bring  darkness  where  you  go,  by  being  either  good  and  kind,  or 
bad-tempered  and  selfish.  Who  wants  to  give  sunshine?"  All  the 
hands  are  up,  some  children  even  hop  up  from  their  seats.  Well, 
then,  let  us  sing  it  once.  All  sing,  standing  up: 

"  Kind  hearts  are  the  gardens,* 
Kind  thoughts  are  the  roots, 
Kind  words  are  the  flowers, 
Kind  deeds  are  the  fruits. 

"  Love  is  the  bright  sunshine 
That  warms  into  life, 
For  only  in  darkness 
Grow  hatred  and  strife. 

"  Take  care  of  your  garden, 
And  keep  it  from  weeds, 

Fill,  till  it  with  tl.-wers, 
Kind  words  and  kind  dec-iK  " 

••  What  will  happen  to  mamma,  if  you  give  her  sunshine?"  "She 
will  be  happy,"  Parke  replies. 

•  fet,  >ln-  will  l)t«  happy  and  will  live  longer  than  if  she  is  worried 
all  the  time  by  her  selfish  little  boy  or  girl." 

••  What  does  Eleanor  wish  to  tell  me?"  "We  can  make  Christmas 
present.^." 

indeed,  you  can  give  your  time  and  the  skill  of  your  little 
fingers,  and  here  in  the  Kindergarten  you  shall  learn  how  to  make  up 
all  your  work  to  be  some  pretty  ami  us.-t'ul  present  for  your  friends. 

But  now  I  must  tell  you  what  happened  to  little  Benjamin,  a  few 

*  ••  National  KiM.lt-riMrtcii  S,, MI;*  ami  IMsiys." 


14  NATIONAL   KINDERGARTEN  MANUAL. 

years  ago,  who  was  taken  very  sick  and  could  not  come  to  my  Kinder- 
garten for  quite  a  long  time.  His  father  called  one  day  to  tell  me 
how  sick  his  little  boy  was,  and  said:  "I  am  afraid  he  never  will  get 
well  again."  He  could  only  stay  a  few  minutes;  when  he  was  getting 
up  to  go,  I  asked  the  children,  if  they  would  like  to  send  something 
to  little  sick  Bennie.  "Yes,  yes,  let  him  have  my  grapes,  or  my  weav- 
ing." "Oh,  he  is  too  sick  to  enjoy  those." 

One  little  pet,  Alice  B.,  only  five  years  old,  held  up  her  hand. 
"What  does  Alice  wish  to  give  to  poor  sick  Bennie?"  "I  can  pray 
for  him."  So  you  shall;  let  us  all  remember  him  this  evening  in -our 
prayers.  Not  long  after  that,  Benjamin's  papa  called  expressly  to  tell 
the  children  that  God  had  been  pleased  to  answer  their  prayer,  and 
that  his  little  boy  would  soon  be  able  to  come  to  the  Kindergarten 
again. 

The  verses  they  recited  were  not  all  Bible  texts ;  these  were  some  of 
them: 

Nothing  is  troublesome  that  we  do  willingly. 

The  sluggard  says,  there  is  a  lion  in  the  street,  I  shall  be  slain. 

("  Charlie,  what  is  meant  by  a  lion ?"     An  excuse ! ) 

Do  to  others  as  you  would,  etc. 

But  seek  ye  first  the  Kingdom  cf  God  and  his  righteousness,  and 
all  those  things  shall  be  added  unto  you. 

Ask,  and  it  shall  be  given  unto  you,  seek,  etc. 

Not  my  will,  but  Thy  will  be  done. 

Thou  shalt-not  covet. 

Never  buy  what  you  do  not  want  because  it  is  cheap. 

Bless  the  Lord,  O  my  soul!  and  forget  not  all  His  mercies. 

The  children  were  then  asked  if  they  remembered  the  last  story 
told  them,  about  the  little  Lily,  which  was  not  grateful  for  God's  many 
blessings.  Two  or  three  of  the  children  told  each  a  part  of  the  follow- 
ing story : 

STORY  OF  THE  LITTLE  WHITE  LILY. 

"  Once  there  was  a  lovely  little  Lily  looking  gaily  about  in  a  fine 
garden,  which  stood  in  front  of  a  house  in  New  York  avenue.  She 
was  so  lovely  and  smelled  so  sweet,  she  was  petted  by  every  one  that 
saw  her,  and  I  am  afraid  she  was  getting  spoiled  by  so  much  praise. 
She  did  not  seem  very  cheerful  and  happy  this  morning,  but  looking 
up  at  the  bright  sunshine,  she  said:  "This  heat  is  terrible;  I  cannot 
bear  it  much  longer.  I  do  wish  I  never  saw  the  sun  again."  "  Good- 
by,  little  Lily,"  whispered  the  bright  sunbeams,  "we  will  leave,  you 


MODEL    LESSON    NO.    I.  15- 

do  not  want  us  any  more,"  and  away  went  the  sun  behind  a  dark 
cloud.  A  rainstorm  was  coining  on,  but  before  it  began  to  rain,  the 
wind  blew  and  rocked  the  little  Lily  harder  than  she  liked.  "Oh, 
this  wind  is  so  rude,"  she  sighed,  "I  wish  it  would  never  blow  any 
more."  "  Good-by,  Lily,"  said  the  wind,  "  we  will  leave  you,  if  you  do 
not  want  us  any  more."  And  now  it  began  to  rain;  the  little  Lily 
was  not  pleased  with  the  rain  either,  but  shaking  her  head,  so  that 
the  water  ran  out  of  the  pure  white  cup,  she  cried  "Haven't  we  had 
rain  enough  yet?  Do  go  away.  Rain,  and  never  come  back  !"  "Good- 
by,  Lily."  said  the  rain,  "you  need  not  have  any  more  of  me,  unless 
you  want  it."  As  soon  as  it  had  finished  raining,  little  Clara,  who 
lived  iii  the  house  to  which  Lily's  garden  belonged,  stepped  out  to  go 
to  visit  a  litte  friend.  "Oh,  how  sweet  you  smell,"  she  said,  and 
broke  Lily  off.  Soon  she  spied  her  little  friends  coming  to  meet  her, 
and  she  threw  the  Lily  on  the  grass  of  the  square,  through  which  she 
was  passing.  The  poor  little  flower  began  to  shiver.  "Oh!  how  cold 
I  am,  if  the  sun  would  only  come  and  warm  me  a  little."  "Here  I 
am,  poor  little  thing,  I'll  forgive  you,  now  that  you  are  sorry  for  send- 
ing me  away."  The  sun  warmed  her,  but  she  still  felt  uncomfortable. 
"What  shall  T  do  for  air,  I  cannot  breathe,"  she  sighed.  The  kind 
wind  heard  her  complaint,  and  began  to  fan  her  white  cheeks.  She 
seemed  to  brighten  up  a  little  under  the  care  of  her  kind  friends. 
!  11  she  felt  herself  shriveling  up.  "Oh,  for  some  water,  it  is 

just  what  I  need,  or  I  shall  surely  die."  A  gentle  shower  began  to 
fall,  in  answer  to  her  wish,  and  she  felt  much  refreshed,  when  Clara, 
with  a  whole  party  of  children  were  coming  by.  "Why,  there  is  my 
Lily,  which  I  threw  away,"  she  said.  "Let  me  have  it,"  pleaded 
Km  ma,  Clara's  little  friend.  She  took  it  to  her  home  and  placed  it 
in  a  tall,  white  vase,  where  Lily  lived  for  quite  a  long  time,  feeling 
very  happy,  and  thinking  how  foolish  and  wicked  it  was  to  be  discon- 
lentrd  and  not  enjoy  the  blessings  God  had  given  her." 

Another  time  the  children's  attention  is  directed  during  their 
morning  exercises  towards  obx-i-vin^  (iod's  wisdom  in  so  wonderfully 
making  their  bodies,  and  d  what  good  they  can  do  with 

their  little  hands,  then  \\hat  evil.  Tln-y  make  amusing  experiments 
with  their  i  d  find  out  how  much  one  little  finger  depends 

upon    the  other.     Then  a  sweet  story  follows,  where  each  finger  is 
made  to  tell  what  he  saw,  and  is  mad*1  to  move  BO  a<  to  alYord  a  good 
exercise,  witli  tin-   moral    that   little  children   mu-t    live  to  be 
helpful  and  peaceful  with  each  other. 

/# 

UNIVERSITY 


16  NATIONAL   KINDERGARTEN    MANUAL. 

MODEL    LESSON    NO.   II. 


THE    SIX    COLORED    WORSTED    BALLS. 
BY  M.  R.  POLLOCK. 

Who  wants  to  hear  a  story  this  morning  ?    All  hands  go  up  joyously. 

Well,  this  time  it  is  about  the  dresses  worn  by  our  little  balls.  "*; 
is  a  Fairy  Story.  (Teacher  shows  the  red,  blue  antf  yellow  balls.) 

PART  I. 

Once  these  three  little  fairies  were  always  dressed  in  white.     (      i 
morning  the  fairy  queen  said  to  them,  "  I  am  going  to  give  to  e 
of  you  a  present,  with  which  you  can  earn  yourself  a  bright-colo 
dress.     Here  is  a  bow  and  arrow  for  you."     "  Thank  you,"  said 
first  little  fairy,  looking  with  admiring  eyes  at  the  bright  golden  bo ./ 
and  arrow,  which  was  only  half  an  inch  long. 

The  second  little  fairy  received  a  little  silver-handled  hatchet,  and 
the  third  a  little  spade  with  golden  handle. 

The  first  thing  to  do,  of  course,  was  to  go  away  from  the  grand  old 
oak-tree,  where  they  played  every  pleasant  night  by  the  light  of  ae 
moon,  until  they  grew  sleepy  and  crept  into  the  flowers  to  sleep  all 
day. 

A  bird  with  a  bright  red  top-knot  was  hopping  near  the  first  fairy. 

"Oh!"  she  cried,  "that  is  just  the  way  I  want  to  travel."  She 
hopped  upon  the  bird's  head,  and  away  it  flew  to  California.  There 
she  saw  many  wonderful  plants.  Geraniums,  as  tall  as  our  school- 
room door,  and  great  fields  of  flowers,  whose  leaves  were  thick  as  thin 
boards  with  sharp  prickers  all  around  the  edges,  and  large  red  flowers. 
This  little  cactus  (showing  one)  is  one  of  them  cultivated,  but  there 
they  grow  wild  like  buttercups.  Well,  our  little  fairy  looked  all 
around  for  something  to  shoot  her  little  arrow  at.  Bang,  bang !  the 
arrow  went  among  the  cactus  leaves,  and  down  dropped  a  little  bug 
who  lived  on  the  cactus  leaves,  where  it  was  born,  and  fed  on  the  same 
leaves  till  it  should  die.  The  little  fairy  took  two  of  these  bugs,  and 
put  them  in  her  pocket.  Then  she  said:  "I  may  as  well  fly  home, 
now  my  little  bird  is  here,  and  my  arrows  are  all  gone.  But  first  I 
will  dance  round  in  this  clear  spring-water,  which  has  collected  near 
the  cactus-field,  and  wash  all  the  dust  off." 

When  she  hopped  out,  behold,  her  white  dress  was  bright  red;  she 
felt  in  her  pocket  for  the  cochineal  bug,  and  found  it  had  fallen  into 


MODKL    IJCSSoN    No.    II.  17 

•  tjjB  water,  and  made  tlie  water  red.     Soon  she  was  flying  homewards. 

'id  where  were  the  other  fairies?     (Jumble  had  flown  away  cff  to 

M.exico  on  a  canary-bird's  wing,  and  was  trying  to  chop  with  her  little 

hatchet.     But  it  did  not  cut  very  deep.     When  she  was  cutting  into  a 

gamboge-tree-,  a  little  drop  of  sap  came  from  the  trunk  of  the  tree. 

(Jumble  took  the  drop,  which  had  hardened  like  candy  as  soon  as  it 

»'"lt  the  cool  air,  and  put  it  in  her  pocket.     Then,  like  her  sister,  she 

.i  ought  she  would  wash  and  fly  home.     Behold,  her  dress  was  bright 

/ellow  when  she  came  out  of  the  water,  for  the  gum-drop  from  the 

,  -tmboge-tree  had  made  the  water  yellow.     Now  the  third  fairy  had 

.jiftwn  on  a  bird's  wing  away  off  to  China.     There  she  was  digging  in 

jl  Afferent  places,  to  see  what  she  could  find.     In  a  ditch  she  found 

.,j^ne  blue  powder  left  there  by  people  who  make  blueing  from  the  in- 

. ,( "fjo-plant.     She  put  some  of  it  in  her  pocket,  then  took  a  nice  bath, 

,rr^  Minn-  as  her  sisters  had  done.     The  powder  in  her  pocket  made 

the  water  blue,  and  she  found,  that  she  had  on  the  pretty-colored 

dre»<  which  she  had  come  away  to  earn  for  herself.     She  soon  flew 

home  again  where  Cochie  and  Gamble  were  under  the  tree  waiting  for 

her.     When  the  Queen  saw  the  bright  dresses  they  wore,  she  praised 

u^  m,  and  said  to  the  little  fairy  dressed  in  red,  "We  will  always  call 

yon  Cochie,  for  the  cochineal-bug  made  your  dress  red."     "Gamble  is 

your  name,"  she  said  to  the  one  with  the  yellow  dress  on,  "because 

the  good  gamboge-tree  made  your  dress  yellow."     "  We  will  call  you 

Itja."  she  said  to  the  little  blue  fairy,  "  because  your  dress  is  dyed  blue 

by  the  indigo-plant." 

Cochie.  (Jumble  and  Ida  had  a  merry  time,  and  next  Friday,  when 
the  little  balls  come  out  to  play  with  you,  I  will  tell  you  some  more 
about  them. 

I'VKT  II. 

HOW  COCHIE,  GAMBLE  AND  IDA  MADE  THREE  NEW  COLORS 
FOR  THE  DRESSES  OF  THE  SPIDERWEB  FAIRIES. 

Cochie,  Gamble  and  Ida  were  three  little  fairies  that  lived  in  the 

.     They  were  so  tiny  that  they  could  creep  into  a  flower  in  the 

daytime  and  sleep  there.     But  at  night  they  would  take  hold  of  each 

other's  hands  like  the  little  children  in  the  kindergarten,  and  sing  and 

dance  around.     One  of  them  was  called  Gamble  Buttrmip.  and  wa> 

d  in  the   bri^htext  yellow  dress,  sparkling  with  tiny  diamonds 

like  dew-drops  all  over  it.     The  other  was  called  Cochie  Columbine, 

and  w;i>  dressed  in  red,  with  a  golden  chain  round  its  neck;  the  third 


18  NATIONAL   KINDERGARTEN   MANUAL. 

one's  name  was  Ida  Forget-me-not,  and  its  dress  was  blue  like  the- 
summer  sky. 

One  night  they  were  dancing  and  singing : 

"  Let  us  dance  and  let  us  sing 
Dancing  in  a  fairy  ring ;  "  * 

when  they  spied  three  other  little  fairies,  looking  and  watching  them 
at  their  merry  play.  But  they  looked  sad,  and  had  on  dresses  that 
were  grey  like  spiderwebs.  Our  three  bright-colored  fairies  ran  to 
them,  and,  taking  hold  of  their  hands,  asked  them  to  play  with  them. 
But  they  shook  their  heads  and  said : 

"  We  cannot  share  in  your  delight, 
We  are  not  dressed  in  colors  bright." 

"  Wait  a  minute,"  the  little  flower-fairies  said,  "  we  will  see  what 
our  fairy  queen  can  do  for  you."  The  queen  was  sitting  in  a  beauti- 
ful pearl  chair  which  shone  with  all  the  colors  of  the  rainbow.  They 
knelt  down  before  her,  and  said : 

"  Dear  lovely  queen,  will  you  endow 
Our  fairy  sisters  with  some  fair  gift ; 
They  will  not  share  in  our  delight, 
They  are  not  dressed  in  colors  bright." 

The  queen  smiled  and  said: 

"  Dear  fairies,  I  am  pleased  to  see 
Your  loving  generosity. 
Go,  bring  to  me  a  flower-cup, 
And  with  the  night-dew  fill  it  up." 

Very  gladly  they  ran  and  brought  a  beautiful  lily-cup. 

"  Hop  in,"  she  said  to  Cochie.  The  little  red  fairy  danced  around 
in  the  lily-cup,  and  made  the  water  bright  red. 

"  Gamble,  hop  in,  and  see  what  will  happen  when  your  yellow  dress 
colors  the  red  water  in  the  lily." 

When  Gamble  came  out,  the  quee*n  called  one  of  the  spiderweb 
fairies  to  jump  into  the  lily-cup.  When  she  came  out,  behold  she  was 
dressed  in  a  lovely  orange-colored  dress.  (Better  way  is  to  take  the 
orange-colored  ball  from  its  hiding  place  in  your  lap  and  say,  "  Behold, 
she  had  what  colored  dress  on?"  letting  the  children  say,  "Orange." 
Then  holding  up  the  red  and  yellow  balls,  let  them  say,  "Red  ad 
yellow  make  orange.") 

Then  the  queen  said : 

"  Now  go  and  fill  this  cup  again 
With  some  fresh  dew  or  drops  of  rain." 

*  "National  Kindergarten  Songs  and  Plays." 


MODEL   LESSON    NO.    II.  19 

As  soon  as  this  had  been  done,  Gamble  said,  "May  I  got  in  first 
this  time?"  "  Yes,"  replied  the  queen,  "and  then  Ida  shall  hop  in,  to 
see  what  she  can  do  to  change  the  color  of  the  water." 

(lamble  made  the  water  bright  yellow  with  her  little  dress,  and  after 
Ida  had  been  in  the  lily  with  her  blue  dress  (holding  up  the  blue  ball, 
the  second  spidrrweb  fairy  jumped  in,  and  came  out  (holding  up  the 
green  ball)  with  a  (children  say)  "green  dress  on;"  then  holding  up 
the  two  balls,  children  say :  "blue  and  yellow  make  green." 

'  Once  more,  go,  bring  a  lily  cup, 
Ami  with  some  fresh  dew  fill  it  up," 

said  the  queen.  This  time  Ida  went  in  first,  and  made  the  water 
bright  (children  say)  "  blue." 

"Can  I  go  into  this  blue  water  to  see  how  it  will  change?"  said 
Cochie  coaxingly. 

••  Yes,  hop  in,  and  dance  around." 

When  she  got  through,  the  third  spider  fairy  jumped  in,  and  when 
she  caino  out,  she  had  on  a  lovely  (holding  up  the  ball)  purple  dress, 
i  and  blue  make  purple,"  the  children  say  when  we  show  them 
the  two  balls.)  Now  the  six  colored  balls  sang: 

11  We  are  a  baud  of  fairies  bright, — 
As  soon  as  work  is  done, 
All  through  the  glorious  summer  night 
Wi-  meet  to  have  our  fun, 
\\Y  inert  to  have  our  fuu."     (See  page  62,  "  Cheerful  Echoes.") 

This  story  may  be  followed  by  a  ball  play. 

Tln-y  inarch  out  and  form  a  ring.     The  balls  are  given  out  accom- 
panied by  the  fruit  song  i  page  24  of  Nat.  Kindergarten),  or  by  holding 
tie  i:]'.  Baying:  '•  Cherries  ripe,  cherries  ripe."     We  throw  one  to 
each  one  of  the  children  who  holds  up  his  hands,  expressing  thus  his 
for  it.    When  they  are,  all  given  out,  half  the  children  go  to  the 
right,  the  other  half  stand  in  a  straight  line  opposite  to  them,  and 
sing,  making  the  motion  of  throwing  the  ball  in  time  with  the  music: 

"  My  ball  -"<••;  up  so  fleetly, 
Ami  il«>\\n  it  comes  so  sweetly, 
In  the  air,  oh  hurrah! 
In  tin-  air.  oh  hurrah!  " 

Not  until  the  >«>n^  is  finished,  they  begin  to  throw  up  their  balls 
and  try  to  catch  them.  Those  whose  balls  fall  do  not  pick  them  up 
until  the  balls  have  been  thrown  up  six  times.  Those  whose  balls 
fall  continue  to  make  the  motion  with  their  empty  hands,  until  the 


20  NATIONAL   KINDERGARTEN   MANUAL. 

leader  clasps  her  hands  after  the  sixth  time,  when  all  pick  up  their 
balls,  and  immediately  form  two  straight  rows  again,  and  begin  the 
same  song  again.  When  it  is  time  to  put  the  balls  away,  the  children 
form  a  semicircle  and  sing:  "Baby  is  a  sailor  boy," *  or 

"  The  little  ball  lies  in  my  hand 
So  quiet  and  so  still, 
I'll  gently  rock  it  till  it  sleeps, 
And  nurse  it  well,  I  will." 

The  rocking  motion  of  the  hands  is  done  from  the  wrist,  the  chil- 
dren trying  to  see  how  far  they  can  twist  their  little  hands  round. 
The  basket  is  then  passed  around,  and  each  child  drops  its  ball 
softly  in,  so  as  not  to  wake  them  up.  Then  all  march  back  to  their 
seats. 

BALL  LESSON  FOR  YOUNGEST  CHILDREN. 

"Can  you  guess  what  is  in  this  basket?  I  will  help  you  to  guess. 
They  are  dressed  in  bright  colors;  never  make  any  noise,  and  they 
don't  like  to  stay  in  one  place  all  the  time." 

Children  say,  "They  are  little  balls." 

Teacher  says,  "  Yes,  and  they  want  to  come  out  to  play  with  you. — 
But,  first,  can  any  of  you  tell  me  something  about  the  little  balls  ? 
Otto  ?  "  "  They  can  roll." 

"  Roll  to  Otto,  little  ball, 
He'll  take  care  you  do  not  fall." 

The  teacher  is  not  ready  to  have  the  children  play  with  the  balls 
yet,  so  Otto  has  to  roll  it  back  to  her. 
Josephine?     "  They  can  hop." 

"  Hop  little  ball,  hop  on  high, 
Like  a  bird  you  seem  to  fly." 

Madge?     " They  can  swing." 

"  See  it  swing,  see  it  swing, 
While  we  hold  it  by  a  string." 

It  can  swing  to  and  fro  like  a  clock,  accompanied  by  the  "  Song  of 
the  clock,"  or  by  reciting  the  verse  about  the  Linnet: 

"  Sixty  seconds  make  a  minute ; 
Sixty  minutes  make  one  hour ; 

If  I  were  a  little  linnet, 

Sitting  on  a  leafy  bower, 
Then  I  would  not  have  to  sing  it  — 
Sixty  seconds  make  a  minute,  "  etc.f 

*  Page  26,  "  Cheerful  Echoes." 

t  See  National  Kindergarten  Songs  and  Plays. 


MODEL   LESSON    NO.    II.  21 

Milton,  holding  up  his  hand  :  "  AVe  can  whirl  the  ball  around." 

Others  say:  "The  ball  is  soft;  the  ball  is  rough." 

Karh  child  is  now  asked  what  color  it  would  like.  (Observe  the 
same  rule  about  giving  them  out  as  given  below,  with  advanced 
lesson). 

Then  each  child  forms  a  nest  with  his  hands,  into  which  the  ball 
is  thrown. 

The  various  ball-songs  and  plays  are  now  played,  taking  care  to 
o!>MTve  certain  rules.  For  instance:  Children  stand  at  arm's  length 
from  each  other  before  beginning.  Heels  together,  elbows  close  to 
the  body,  —  for  the  swinging  of  the  pendulum. 

The  balls  move  simultaneously  in  the  same  direction,  whatever  that 
direction  may  be. 

A  very  pleasing  ball-play  is  that  of  the  clock.  It  requires  twelve 
(12)  children  besides  the  teacher.  A  ring  is  formed. 

PLAY  OP  THE  CLOCK. 

One  child,  who  stands  in  the  centre,  represents  the  pivot,  while  one 
hand  stretched  out  in  front  is  the  long  hand,  and  the  other,  not  quite 
so  far  stretched  out,  represents  the  short  hand.  He  keeps  turning 
round  and  round,  after  first  naming  each  child,  I,  II,  III,  IV,  etc. 
Tin-  arms  of  the  children  in  the  ring  are  to  be  held  down  stiffly  at 
their  sides,  and  swing  in  concert  backwards  and  forwards  to  imitate 
the  pendulum  while  they  sing: 

"  Come  and  see,  come  and  see, 
How  goes  the  clock  so  merrily,  etc. 

The  pendulum  swings  to  ;uul  fro 
And  never  from  its  course  does  go, — 
Swings  forward  first  and  then  comes  back, 
Always  tiek  and  always  t.ick,  tick  ta.-k." 

The  child  in  the  centre  stops  turning  round,  points  to  a  certain 
child,  who  tells  what  time  it  is,  by  mentioning  the  numeral  he  had 

1 ii  named.     The  child  rrpiv>enting  the  hands  steps  out  of  the  ring 

to  run  around.     The  others  join  hands  and,  dancing  round,  they  sing: 

iBHji  diekery,  dock, 
The  mouse  ran  \\\i  the  eloek."  ete. 

If  the  child  pointed  at  ha>  forgotten  his  number,  another  one  is 
pointed  to.  If  he  rememl.ers  his  number,  then  he  steps  into  the 
ring  for  the  next  time.  At  children's  parties  several  rings  can  be 
formed. 


22  NATIONAL   KINDERGARTEN   MANUAL. 

BALL  LESSON  FOB  OLDER  CHILDREN. 

Teacher.  (Holding  the  six  balls  in  her  hand).  Where  have  you 
ever  seen  all  these  colors?  Well,  Albert? 

Reply.     In  a  picture  in  the  Art  Gallery. 

T.  I  do  not  mean  anything  where  one  color  has  been  put  on  one 
after  another,  or  can  be  rubbed  out;  I  mean  in  nature,  where  no 
human  hand  has  had  anything  to  do  with  it.  What  do  we  see  some- 
times after  a  shower? 

R.     A  rainbow. 

T.  Yes,  in  the  rainbow  are  the  colors  which  I'm  showing  to  my 
scholars.  Now  think  of  a  precious  stone,  where  all  the  colors  of  the 
rainbow  may  be  seen? 

R.     It  is  the  diamond. 

T.  What  do  we  need  besides  the  diamond  in  order  to  see  the  rain- 
bow colors.  Can  you  see  it  sparkle  in  the  dark? 

R.     No,  we  cannot.     We  need  the  light  to  shine  upon  it. 

T.  The  same  as  we  do  for  the  sparkling  fountain,  the  soap-bubble 
or  the  prism. 

A  profitable  lesson  can  be  given  by  explaining  how  Sir  Isaac 
Newton  discovered  that  all  colors  are  contained  in  light.  But  now 
the  balls  are  to  be  given  out  and  each  child  selects  what  color  and 
ball  he  wishes. 

Question.     Ella,  which  ball  do  you  choose? 

Reply.     The  red  one,  if  you  please. 

My  little  ball  is  red  you  see, 
Like  the  cherries  on  the  tree. 

Q.  What  can  you  tell  me  about  the  color? 

R.  It  is  a  primary  color. 

Q.  What  does  primary  mean? 

R.  It  means  first,  or  one. 

Q.  One  what — in  this  case? 

R.  One  color. 

Q.  Charlie,  you  wish  to  have  —  ? 

R.  The  purple  one,  if  you  please. 

Purple  is  my  little  ball, 

Like  the  violet  sweet  and  small. 

Q.  Is  purple  a  primary  or  secondary  color? 

R.  It  is  a  secondary  color. 

Q.  And  secondary  color  means? — 

R.  It  means  two. 


MODEL    LESSON   NO.   II.  23 

Q.  Yes,  it  means  two  colors  which  have  been  mixed  together  to 
make  one  color.  What  two  colors  make  purple? 

/,'.  Red  and  blue  make  purple.  (The  teacher  lays  the  balls  all  in 
a  row  ready  to  give  out,  when  each  one  has  made  his  choice,  so  as  to 
keep  the  attention  fixed  upon  the  conversation.) 

Parke  always  chooses  blue;  what  can  you  tell  me  about  it? 

My  ball  so  round  and  nice, 
Is  blue  like  summer  skies. 
Blue  is  a  primary  color. 

Q.  Do  you  remember  the  name  of  the  plant  from  which  we  get 
this  color? 

R.     It  is  the  indigo  plant. 

Q-     In  our  next  ball-lesson  I  will  explain   to  you  the  process  by 
which  it  is  obtained.     Henry,  which  ball  will  you  have? 
R.     The  yellow  one,  if  you  please. 

My  ball  is  a  yellow  one, 
Like  a  lemon  or  the  sun. 

It  is  a  primary  color. 

Teacher.  I  have  not  told  you  before,  that  there  is  another  name 
for  this  color.  It  is  gamboge.  (All  repeat  the  word  in  concert). 
This  fine  color  is  the  juice  of  a  tree  in  Asia.  If  you  make  a  small 
cut  in  the  bark  of  the  tree  a  thick  gum  will  run  from  it,  which  hardens 
l>y  exposure  to  the  air,  and  is  of  a  bright  yellow  color.  We  have  a 
garni ioge  tree  in  America,  but  it  is  not  considered  quite  as  good  as  that 
from  Siam.  Next  week,  when  I  ask  about  this  color,  I  shall  see  who 
h.-«<  j>aidgood  attention  to  this  lesson.  Bessie  (eight  years  old)  may 
write  the  word  gamboge  on  the  blackboard.  Now,  Marie,  comes  your 
turn. 

/,'.     I  would  like  the  light  green  ball,  if  you  please. 

My  ball  is  green,  you  see, 

Like  the  leaves  upon  the  tn-r.  * 

(J.     Have  you  thought  what  you  would  tell  me  about  it? 

R.     (in-en  is  a  secondary  color.     Yellow  and  blue  make  green. 

Q.     How  do  we  make  a  lighter  shade  of  any  color? 

/.'.      By  mixing  white  with  it. 

(A     Now.  .Mamie? 

/.'.     I  would  like  the  orange-colored  ball. 

Orange  colored,  just  like  gold. 

U  the  littli-  l.all  I  Imld. 

Orange  is  a  secondary  color:  we  mix  red  and  yellow  to  make  it. 


24  NATIONAL  KINDERGARTEN   MANUAL. 

Q.     Well,  Helen,  what  ball  will  you  have  ? 

H.  A  red  ball,  if  you  please.  The  prettiest  red  comes  from  the 
cochineal  bug,  which  is  found  in  California,  where  it  lives  on  the 
cactus  plant. 

Teacher.  Very  well  remembered,  but  now  we  have  sat  still  long 
enough;  (after  each  child  has  selected  and  received  their  ball)  now, 
all  rise,  heels  together !  Don't  move  your  hand  or  arm  after  you  have 
set  your  ball  in  motion.  Hold  your  elbows  close  to  your  body.  Our 
balls  shall  represent  to-day  a  chime  of  bells. 
Sing: 

Listen  to  the  cheerful  bells, 

Calling  us  to  meeting ; 

Yes,  we  know  their  meaning  well, 

Pleasant  is  their  greeting,  etc.      ("  Cheerful  Echoes.") 

The  scholars  in  a  primary  school  can  make  use  of  this  song,  and, 
marching  in  and  out  between  the  aisles,  may  swing  their  arms. 


MODEL    LESSON,    NO.    Ill, 

SECOND  GIFT. 


BALL,    CUBE    AND    CYLINDER. 

Teacher  raps  upon  the  box,  "Wake  up,  wake  up;  it  is  time  to* 
come  out  and  play  with  us.  We  can  hear  you  rattling  in  the  box, 
before  we  see  you.  Children,  why  do  these  things  make  such  a  noise  ?  " 
Reply  :  "  Because  they  are  made  of  wood ;  "  another,  "  Because  they 
are  hard."  Teacher:  "If  they  were  soft  like  our  worsted  balls  we 
might  shake  them  more  than  this,  but  we  could  not  hear  them.  Let 
us  all  make  a  little  noise,*  by  rapping  on  the  table  with  our  finger- 
tips. I  will  rap  on  the  box :  listen,  my  raps  sound  different  from  yours. 
Your  table,  you  see,  is  solid,  it  is  all  filled  out  witli  wood."  Opening 
the  box,  "Is  this  full  and  solid?"  Children,  "It  is  hollow,  there  is 


*  A  lesson  on  sounds  may  be  given,  teaching  the  difference  between  pleasant  and  un- 
pleasant sounds.  Wild  animals  that  feed  on  other  animals,  have  a  harsh  voice.  Lot 
them  name  sounds  in  nature,  such  as  the  SOUL'S  of  birds,  the  hum  of  bees,  etc.,  the  wind 
among  the  trees,  the  thunder,  the  rain,  the  hail,  the  rushing  of  waters.  Ask,  what  is  the 
sweetest  sound  of  all.  To  the  mother  and  father,  the  patter  of  little  feet;  to  the  child, 
mamma's  voice.  Thus  we  may  lead  children  to  recognize  God's  voice  in  everything, 


MODKL    LESSON    No.    III.  25 

nothing  in  it  but  air."  "  Well  Albert?"  who  holds  up  his  hand.  A.: 
A  drum  is  hollow.  Luiu?  A  balloon.  Mamie?  Boxes,  table-drawers. 
\"i»w  come  out  little  ball,  I  know  you  want  to  show  us  what  you 
c;in  (In."  Taking  the  red  worsted  ball  out  of  the  same  box,  "  Did  you 
want  me?"  "Xo,  we  want  the  wooden  ball  to-day."  "  Why  did  you 
call  me  ?  "  "  Oh,  excuse  me,  I  ought  not  to  say  wooden  ball,  I  ought  to 
say  sphere,  then  you  would  not  think  I  called  you.  They  are  a  little 
alike,  Otto  wants  to  tell  me  how." 

Children  :  "  They  are  both  round  and  can  roll ;  "  "  They  both  have 
only  one  face;"  "Curved  in  every  direction;"  "They  have  no 
corners;"  "They  have  no  edges;"  " They  can  spin."  Teacher  spins 
the  ball,  and  they  sing : 

"  First  up  high  and  then  down  low. 

This  is  the  way  the  sphere  does  go." 
Or: 

"  No  matter,  how  fast  I  spin  or  race, 

I  always  show  the  same  round  face." 

The  sphere  is  then  made  to  roll  on  a  plate ;  each  child  in  turn  holds 

the  plate  and  lets  the  ball  roll  around  in  its  twofold  motion  around 

.UK!  around  the  plate.     If  the  ball  rolls  off,  then  the  next  child 

has  his  turn.     If  there  is  time,  the  cylinder  is  spun  round,  hanging 

from  a  double  string,  and  we  sing : 

"  When  wo  spin  the  cylinder  round, 

Then  a  little  sphere  is  found." 
Or: 

"  When  we  spin  you  round,  my  dear, 
Your  curved  edges  disappear." 

The  strings  must  not  be  too  long,  or  the  children  find  it  trouble- 
some to  spin  them.  Several  cylinders  may  be  given  out  at  a  time,  if 
then-  are  many  children,  otherwise  one  child  at  a  time  conies  to  the 
tearli.-r.  \\lio  a->i>ts  th<».-  who  nee.l  it,  by  steadying  the  plate. 

The  nil.e  may  twirl  on  a  long  ivory  knitting-needle,  and  shows  the 
cylinder,  when  spinning  from  the  centre  of  its  face. 

on  ihi-  suhjeet  \\ill  be  found  in  the  lectures  to  mothers. 

tolling  us  that  <iml  is  love;  for  all  things  speak  tons.     The  llou  You  might  be 

very  well  i.l'f  \\ith.-ut  u.-.  but  C...1  want.-  to  make  tin-  earth  bountiful  for  your  happi- 
•M  with  tin-  binirt,  they  film,  it  <-hee:s  them  a*  well  a*  u*.  The  sun  in  the 
morning,  ^hinin-  on  the  rliiM'*  pillow,  pays,  "There  is  a  time  for  Bleeping,  and  a  tinu-  to 
get  up  and  do  Hoim-thini:."  Our  nice  school-WII,  too,  IIUH  u  tongue:  it  tells  u*,  when  to 
speak  gently  and  lovingly,  to  sing  and  laugh,  and  not  to  fret  aud  scold  or  cry;  etc. 


26  NATIONAL   KINDERGARTEN   MANUAL. 

MODEL   LESSON    NO.    IV. 

THIRD  GIFT. 


A  CUBE  DIVIDED  INTO    EIGHT  SMALLER  CUBES. 

"  Before  we  begin  to  build,  I  would  like  to  have  you  tell  me  where 
we  find  the  wood  of  which  our  blocks  are  made?"  "From  trees," 
several  children  reply.  "Yes,  from  trees.  Would  we  want  to  cut 
down  nice  apple  and  pear  trees,  to  make  blocks  of  them?  "  "  Oh,  no." 
•"  Would  they  cut  down  the  nice  maple,  poplar  and  elm  trees  that  give 
us  shade  in  the  summer  time  ?  "  "  No,  they  cut  down  the  trees  in  the 
country."  "Yes,  and  the  places  where  many  trees  are  growing 
together  are  called  forests.  Are  all  the  trees  alike  in  the  woods?" 
Children :  "  Oh  no !  there  are  some  great  tall  oak-trees,  and  some 
Christmas-trees."  Teacher:  "  Christmas-trees,  dear  children,  are  those 
which  are  green  all  the  year  round,  in  winter  as  well  as  in  summer.'* 
Teacher  would  say  to  a  class  of  larger  children  :  "  Would  you  like  me 
to  tell  you  how  trees  happen  to  be  so  different?"  First :  "  The  seed 
is  not  alike."  Second:  "  The  roots  all  look  different."  Third:  "  The 
size,  when  it  is  grown  up."  Fourth  :  "  The  form  is  different."  For  di- 
version the  children  may  rise,  and  hold  up  their  arms  like  the  limbs  of 
some  trees.  Held  upwards,  like  the  cedar,  downwards,  like  the 
weeping-willow,  held  horizontally,  like  the  spruce-tree,  or  the  elm  or 
apple  trees.  Fifth:  "  The  leaves  are  different."  Sixth  :  "  The  blossoms 
•or  seed-vessels  are  different.  Seventh  :  "  The  color  of  the  wood,  after  it 
is  cut  down."  Teacher  shows  a  kindergarten  block.  "  Which  kind  of 
a  tree  is  this  block  made  of,  one  that  is  hard  to  cut  up,  or  one  that  is 
not  very  hard?"  Children  :  "  Pine-tree ;  pine-ldndlings  cut  up  easily." 
"  Let  us  play  that  we  are  in  the  woods  cutting  down  pine-trees,  or 
after  it  is  cut  down,  cutting  off  the  branches."  Children  sing  "  Wood 
sawyer,"  *  page  43.  Teacher  gives  out  the  boxes,  containing  each  a 
large  cube,  cut  up  into  eight  one-inch  cubes,  after  the  children  have 
told  how  many  children  and  how  many  fcoxes  were  needed.  T. : 
"  Now  we  will  cut  our  cubes,  from  right  to  left,  four  squares  apart. 
It  is  a  street,  shall  it  be  winter?  Yes,  then  here  comes  a  sleigh, 
1  Ding  a  ling,  ding  a  ling,  merrily  the  bells  ring  '  (page  24.)  *  Now, 
is  it  spring-time?  All  right;  the  children  are  rolling  hoops.  (A  tiny 
doll,  kept  for  that  purpose,  marches  through).  There  is  some  one 

*  See   "  Cheerful  Echoes  from  the  National  Kindergarten." 


MODEL   LESSON   NO.    IV.  27 

to  the  country  to  plant  some  seed.  Now  it  is  summer  and  our 
Mocks  art-  village  roads.  The  hay  wagon  is  coming  along.  Do  you 
want  to  ride  on  the  top  of  it?  Here  goes  Otto,  Lulu,  Josie  (enume- 
ratf  all  the.  pupils  present'.  '•  And  now  after  summer  comes  what?" 
Cli. :  "  Autumn."  T. :  "  Very  well,  there  comes  another  wagon  with 
corn,  potatoes,  melons,  etc.  Hear  the  men  singing:  'Hurrah! 
hurrah  !  the  autumn  brings  us  cheer'  (page  lo).*  Xow,  children,  take 
off  the  upper  front  row  and  place  it  next  to  the  lower  front  row,  so  as 
to  make  a  long  row  of  it.  Then  take  off  the  upper  cubes  of  the  back 
row.  and  place  them  as  you  did  the  front  row.  What  shall  we  call  it, 
supposing  there  was  water  flowing  through?"  Ch. :  "A  brook,  a 
river."  T. :  "Yes,  and  the  blocks  might  be  the  banks  of  the  river. 
Who  wants  to  hear  a  story  about  a  frog?"  All  hands  go  up.  T. : 
"  Then  you  must  move  your  chairs  a  little  away  from  the  table,  and  sit 
up  straight." 

••Charlie  went  to  the  country  every  summer.  He  lived  not  far 
from  a  brook,  and  he  loved  to  go  and  sit  by  it,  and  throw  stones  into 
it.  and  watch  the  circles  they  made  in  the  water.  'Quack,  quack, 
quack.'  said  a  mother-frog  one  day,  'Charlie  is  corning,!  hear  him 
singing,  dive  down  quickly,  or  he  will  hit  you.'  'Coo,  coo,  coo,'  said 
-a  dove  to  her  little  ones,  'come,  fly  up  here  and  see  the  sport.' 
•  (^uack,  quack,  quack,'  said  a  large  bullfrog,  '"I  am  not  going  to  leave 
this  nice  sunny  place  for  any  little  boys;'  and  he  stayed  on  the 
mossy  stone  half  out  of  the  water.  Charlie  did  not  notice  the  frog 
for  some  time,  but  saw  it  just  as  he  was  going  to  throw  a  stone  in 
that  direction.  '  What  a  nice  chance  to  hit  that  funny  fellow  on  his 
nose!'  lie  cried,  and  was  just  going  to  throw  the  stone  when  he  heard 
some  one  say :  'Do  not  throw  that  stone.'  Charlie  turned  round  in 
astonishment.  No  one  was  there.  He  lifted  his  arm  again  to  throw 

me  at  the  lY..,.  •  1  >o  not  throw  that  stone.'  He  heard  it,  but 
not  quite  so  loud  this  time.  lie  did  not  cart'  to  stay  any  longer,  but 
went  home  and  a^ked  mamma,  if  she  could  tell  him  who  stopped  him 
from  throwing  a  >tone  at  the  frog,  'ft  was  the  good  angel  in  your 
little  heart,'  said  mamma,  'some  people  call  him  Conscience.  I  am  so 
glad  that  YOU  mind«'d  him.  The  first  time  he  speaks  quite  loud,  when 
you  are  going  to  do  wrong.  If  you  do  not  listen  to  him,  his  voice 
gro\vs  M'l't.-r,  and  after  a  while  you  cannot  hear  him  at  all,  and  then 
you  are  sure  to  be  very  bad.'  Charlie  promised  to  mind  the  voice  of 
conscience,  whenever  it  should  whisper  to  him,  and  he  grew  up  to  be 


Si •<•  "  (  hccrful  Echoea,"  same  Publisher. 


28  NATIONAL   KINDERGARTEN   MANUAL. 

a  great  comfort  to   his  parents  and  teacher,    and   everybody   loved 
him." 

"That  is  the  way  you  will  do  also,  Charlie,  Sheldon,"  etc.? 

"Now  push  the  two  rows  of  blocks  together.  That  is  the  same 
stone  on  which  the  frog  sat.  Cut  it  in  halves,  front  to  back,  and  place 
one  on  the  top  of  the  other  half.  Here  is  your  cube,  now  build  what 
you  like."  When  the  teacher  goes  around  to  see  what  the  children 
have  built,  she  generally  seems  to  recognize  something  in  connection 
with  the  story  or  the  conversation.  Thus  to  the 'child  who  has  made 
four  columns  we  say,  here  are  the  trees  by  the  banks  of  the  brook, 
A  second  has  a  form  of  beauty,  a  flower-bed,  or  windmill  near  Charlie's 
house :  if  a  tall  tree,  then  it  must  be  the  one  on  which  the  little  pigeon 
was  sitting ;  and  after  the  blocks  are  put  away,  they  play  "  Little 
Doves,'  page  33.* 

An  infinite  number  of  lessons  can  be  given  on  the  subject  of  trees, 
in  connection  with  the  blocks  in  the  Kindergarten. 

First.  The  process  of  making  the  wood  into  blocks,  accompanied 
by  songs,  "Wood  chopper,  Wood  sawer,  and  Joiner"  (page  43.)* 

Second.  The  difference  between  wild  and  cultivated  trees.  The 
place  where  many  trees  are  carefully  raised  in  the  nursery. 

Third.     The  trees  as  homes  for  insects,  birds,  and  squirrels. 

Fourth.     Who' feeds  on  them. 

Fifth.  Different  varieties  used  for  fuel,  for  building  houses,  ships, 
ornaments,  boxes,  etc. 

Sixth.     Countries  where  they  grow. 

Seventh.  How  does  the  seed  get  scattered?  By  butterflies,  bees, 
the  wind,  in  the  wool  of  sheep,  some  seem  to  have  little  wings  (maple) ;. 
the  squirrel,  carrying  his  mouth  too  full,  often  drops  acorns  that  grow 
into  great  trees. 

Eighth.  What  kind  of  fruit-trees  grow  in  this  country  and  in  other 
countries?  Trees  used  for  medicine.  The  root  of  the  sassafras :  the 
bark  of  the  Cinchona  gives  Quinine  (tell  story  of  its  discovery)  ; 
hemlock,  licquorice,  birch  bark,  all  useful  in  some  sickness. 

Ninth.  The  sap,  without  which  the  tree  could  not  grow;  it  circu- 
lates like  blood  in  our  bodies.  In  the  spring-time  there  is  more  of  it 
and  of  a  sweeter  kind  than  at  any  other  time.  People  then  tap  the 
maple-tree  to  take  away  some  of  it,  which  is  made  into  maple-sugar 
and  maple-syrup.  The  sap  of  the  pine-tree  gives  us  turpentine,  tar 
and  resin.  The  gamboge-tree  gives  us  the  gamboge-color,  with  which 

*  "  Cheerful  Echoes,"  and  "  National  Kindergarten  Songs  and  Plays." 


MODKL    LKSSON     NO.    V.  29 

our  yellow  worsted  is  dyed.     The  caoutchouc-tree  in  South  America 
gives  us  gum  for  rubber  coats  and  shoes. 

'•.  The  leaves  of  the  palm  are  made  into  fans.  The  leaves  of 
the  mulberry  feed  the  silk-worm.  Peach-tree,  walnut  and  other  trees 
ate  made  into  medicine.  Most  all  trees,  the  leaves  of  them,  are  used 
for  the  bedding  of  animals. 

nilt.     Which  are  some  of  the  shade  and  ornamental  trees? 
7V'  ////.     Name  various   hard  woods  and   soft  woods;    which   last 
the  longer;  which  is  the  cheapest,  etc. 


MODEL   LESSON    NO.   V. 
FOURTH  GIFT. 


EIGHT  OBLONG  BLOCKS,  WITH  STORY  OF  KIND  HANS. 

••  Here  come  the  little  houses  in  which  our  little  blocks  stay,  when 
we  are  not  playing  with  them.  Who  would  like  to  live  in  a  dark  little 
house,  that  has  no  windows  in  it?  Xo,  none  of  us  would.  What  is 
it  that  comes  in  through  the  windows?"  Reply  :  "Light,  air." 

her:  "Have  you  windows  in  the  lovely  home  in  which  you 
live?"  lli'ply:  "Yes,  our  eyes  are  the  windows  of  our  beautiful 
home/'*  "Well,  we  must  not  call  these  houses  homes,  they  are  only 
.  Only  living  things  have  homes."  On  this  occasion,  a  very 
•  a  may  be  given  on  different  homes,  bringing  in  those 
of  different  nations,  Swiss  cottages,  Esquimaux'  tents,  or  even  those 
of  animals,  caves,  nests,  etc.  The  blocks  are  opened  in  the  regular 
order.  We  >ometiines  p:i>s  them,  while  singing  the  "  llailror.d  Song,"  f 
the  child  using  both  hands,  one  to  cover  the  box  he  will  keep,  and  the 
other  hand  he  uses  to  push  the  blocks  to  the  next  child.  "Now  let  us 
lift  the  boxes  to  see  whether  these  soldiers  are  standing  up  ready  to 
march  out."  The  boxes  are  lifted  from  the  blocks,  and  the  covers 
put  inside,  and  under  the  table.  Teacher:  "Are  they  standing  up?" 
Children:  y  are  all  standing."  Teacher:  "On  which  face 

*  On  Thursday  mornings  our  conversation  lesson  IB  on  that  subject,  and  after  review 
of  what  we  have  hail  lu-fi.n-,  we  always  add  one  more  fact  in  physiology  each  wi-.-k. 
Tin-  mouth  is  the  d»»r.  tin-  m.»e  the  ehimney,  —  why  we  must  breathe  through  it.  What 
-  :  he  eye*  (learn.)  win-re  in  the  little-  tear-sac?  What  is  in  the  tmiL'tie  that  helps 
UK  with  cur  fo.,.1.  Why  imixt  we  not  i-lu-w  t..iMr,-(,  or  gum.  Who  arc  the  ft-rvauts  of 
our  hoim-?  Sin-  "Five  little  children." 

f  "  National  Kindergarten  Songs  and  Plays." 


30  NATIONAL    KINDERGARTEN   MANUAL. 

are  they  standing?"  Children:  "On  their  short  narrow  faces.'* 
Teacher:  "They  have  been  in  that  position  since  last  week.  We 
will  let  them  sit  down  on  their  long  narrow  faces.  If  the  soldiers  are 
tired,  we  would  invite  them  to  sit  down  a  little  while,  before  they  go 
home.  We  want  to  make  some  seats  for  them  in  the  park.  Take 
four  of  your  oblong  blocks,  lay  them  on  their  broad  faces,  and  let 
them  touch  their  narrow  faces,  so  as  to  form  a  long  end.  Now,  how 
many  are  left?"  Children:  "Four  are  left."  Teacher:  "Take 
those,  and  let  them  rest  just  behind  the  first  four,  on  their  long 
narrow  faces.  What  does  it  look  like?"  Children:  It  looks  like  a 
bench.  Teacher:  "Now  children,  separate  each  bench,  just  a  little. 
Now  you  have  how  many  benches?"  Children:  "We  have  four 
benches."  Teacher:  "Let  these  benches  touch  each  other  at  their 
edges  and  corners,  not  with  their  faces,  then  you  will  see  they  form  a 
curve,  as  if  they. were  in  a  bay-window,  or  sitting  around  the  fountain 
in  the  park.  Otto,  where  are  your  seats?"  Otto;  "In  the  park." 
Milton:  "In  the  parlor."  Josie  :  "  At  grandma's."  Albert:  "In  the 
museum."  Arthur:  "In  the  waiting  room  of  our  Turkish  bath."' 
Lulu:  " In  mamma's  room."  Mamie:  "In  my  doll's  house."  Ella: 
"In  church."  Eleanore  :  "In  papa's  office."  Parke  :  "In  our  dining 
room."  Winifred :  "  In  the  woods  where  we  went  to  a  picnic." 

"  Since  we  are  talking  about  a  picnic,  we  may  as  well  make  a  table. 
Leave  two  of  the  seats,  and  take  two  of  the  others,  and  let  us  make  a ' 
pretty  table  of  these  four  oblongs.  Two  of  your  oblong  blocks  may 
stand  on  their  small  faces,  their  broad  faces  touching.  Now  lay  the 
other  two  upon  them,  with  their  narrow  long  faces  touching  each 
other.  Now  we  will  play  that  we  set  the  tables.  What  do  we  put 
on  first?"  Children:  "Plates."  Teacher:  " Not  first  of  all."  Chil- 
dren: "First  the  table-cloth."  Teacher:  "And  then?"  Children: 
"Napkins,  glasses,  salt,  water,  plates,  knives  and  forks,  spoons,"  are 
their  replies.  Milton:  "  We  want  dishes  with  things  in  them." 
Teacher:  "Certainly,  only  we  wanted  to  set  the  table  first."*  Each 
child  may  tell  something  that  he  would  like  on  the  table ;  teacher 
makes  remarks  about  each  thing,  amusing  or  instructive.  Teacher: 
"I  know  a  funny  story.  Sit  a  little  away  from  the  table,  and  I  will 
tell  it  to  you." 


*  Much  prettier  tables  can  be  made  if  the  children  have  the  3d  or  4th  gift  to  play 
with  ;it  the  same  time.  See  illustrations  in  the  Kraus'  Guide,  or  Wiebe's  "  Paradise  of 
Childhood." 


M<>I>KI.    LESSON    NO.    V.  31 

KIND  HANS. 

Hans  had  two  brothers,  Tom  and  Dick.  One  morning  their  father 
said  to  them  :  "Xow  boys,  you  are  old  and  strong  enough  to  earn  your 
own  bread,  and  not  have  me  to  earn  it  for  you.  Take  a  good  lunch, 
and  start  this  pleasant  day  to  see  the  world,  and  earn  your  living." 
Hans  started  a  little  later,  for  lie  wanted  to  say  good-bye  to  the  cow, 
the  horse,  and  the  dog,  who  would  have  liked  to  have  gone  with  him. 
The  older  two  had  gone  some  ways  by  twelve  o'clock;  they  were  tired,. 
and  sat  down  to  rest  near  a  spring.  They  took  out  their  lunch,  and 
while  they  were  eating,  they  saw  an  old  woman  looking  at  them  a 
little  way  off,  as  if  she  thought,  I  wish  you  would  offer  me  some.  But 
they  did  not,  and  when  she  asked  them  for  some,  they  said,  "  No,  we 
have  only  enough  for  ourselves."  Hans  came  to  the  same  place  soon 
after  they  had  gone,  and  sat  down  to  eat  his  lunch.  As  soon  as  he 
saw  the  old  woman,  he  beckoned  to  her  and  said :  "  If  you  are  hungry 
help  yourself;"  holding  out  all  his  lunch  at  the  same  time.  "You 
are  a  kind  young  man,"  she  said.  "  I  am  not  hungry,  but  just  wanted 
to  see,  which  of  you  was  kind  and  generous.  I  am  going  to  make 
you  a  present.  They  call  you  stupid  Hans,  because  you  are  not 
always  looking  out  for  the  best  of  every  bargain,  no  matter  what 
becomes  of  every  one  else.  But  they  will  not  call  you  stupid  much 
longer."  She  gave  him  a  plain  little  table.  "Now,  when  you  are 
hungry,  all  you  have  to  do  is  to  say,  "Table,  table,  set  yourself." 
Hans  thanked  her  and  went  on.  Towards  night  he  went  into  a 
tavern  or  a  kind  of  a  country  lodging  house.  "Will  you  take  some 
supper'.-' "  the  landlord  inquired.  "No,  Sir,"  Hans  replied,  "just  give- 
iin-  a  good  bed-room,  1  will  take  care  of  my  own  supper."  The  land, 
lord  gave  him  a  room.  Hans  locked  the  door,  and  said,  "  Table,  table, 
set  yourself."  '•  Why,  that  is  fine,"  said  the  landlord  to  himself;  for 
ho  saw  it  through  the  keyhole.  ••  I  mn>t  try  to  have  that  table."  — 
Hans  had  a  line  supper,  M>up,  fish,  a  glass  of  milk,  bread  and  butter, 
fruit  and  cheese.  After  .-upper  everything  had  gone  except  the  table, 
lie  went  out  for  a  little  while  to  look  for  some  work,  taking  the  key 
of  his  door  with  him.  But  the  landlord  was  a  thief.  lie  had  keys  to 
all  the  door<.  lit?  went  quickly  into  the  room,  and  exchanged  the 
wonderful  table  for  one  of  his  own  just  like  it.  In  the  morning  Hans 
had  no  breakfast,  for  the  table  did  not  mind  him.  lie  thought,  "  I 
will  go  back  and  tind  the  old  woman,  and  ask  her  what  is  the  matter." 
"Never  mind,"  .she  said,  "I  will  give  you  something  that  will  make 
that  cheating  landlord  give  yon  back  your  table,  for  he  took  it  when 
you  were  out,  and  gave  you  one  of  his  tables."  She  gave  him  a  bag. 


32  NATIONAL   KINDERGARTEN   MANUAL. 

"  There  is  a  cudgel  in  this  bag.  If  you  want  to  give  some  bad  person 
a  beating,  say,  *  Cudgel,  cudgel,  do  your  work.'  The  cudgel  will  dance 
round  on  the  back  of  the  bad  man  until  you  say,  '  Cudgel,  cudgel, 
that  will  do." '  Hans  went  back  to  the  same  tavern.  He  took  the 
same  room,  and  told  the  landlord  that  he  wanted  to  talk  with  him. 
"  Now,  Sir,"  he  said,  "  I  have  something  in  my  bag  that  will  punish 
you  for  stealing  my  little  table."  The  landlord  grew  angry,  and  told 
him  to  leave  the  house.  "Yes,"  said  Hans,  "as  soon  as  I  have  my 
table.  Cudgel,  cudgel,  do  your  work."  The  landlord  jumped 
around  the  room  with  the  cudgel  beating  his  back  all  the  time. 
"Stop  it,"  he  cri.id,  "I  will  get  you  your  table."  Hans  made  the 
cudgel  go  into  the  bag,  and  followed  the  landlord  to  the  closet. 
"  Take  your  table,  and  do  not  let  me  see  you  again,"  he  cried.  Hans 
took  his  table,  and  after  he  reached  the  woods  he  had  a  good  dinner, 
and  thought  he  would  show  his  presents  at  home.  His  brothers  had 
just  reached  home,  and  their  father  was  praising  them  for  having 
each  one  earned  a  dollar  a  day.  "  Well  Hans,"  they  said,  laughing  at 
him  and  pointing  at  the  table,  " Is  that  all  you  have  to  show ?  "  "I'd 
rather  have  it  than  all  your  money,"  Hans  said,  then  sat  down. — 
"  Table,  table,  set  yourself."  Sure  enough,  there  was  a  fine  dinner,  as 
any  one  could  wish,  turkey,  celery,  potatoes,  rice,  and  all  kinds  of  nice 
fruits,  oranges,  apples,  pears,  etc.  Hans  generously  gave  each 
one  some  of  his  dinner.  Then  he  told  them  the  story  of  the  cheating 
landlord.  "I  would  like  to  see  that  cudgel,"  his  father  said,  "dance 
around  on  Mike's  back,  for  he  treated  our  Fido  so  mean  this  morning, 
nearly  breaking  his  leg."  They  called  him  up,  and  cudgel  did  his 
work,  until  Mike  promised  never  to  abuse  poor  dumb  animals  any 
more.  Hans  was  not  called  "  stupid  Hans"  any  more,  and  the  cudgel 
made  people  afraid  to  do  wrong.  He  stayed  with  his  father,  and  was 
always  the  same  kind  Hans. 

After  the  story  the  children  build  what  they  please,  until  the  time 
comes  for  putting  them  away. 


LKSSON     No.     VI.  33 


MODEL    LESSON    NO.    VI. 
THE     TABLETS. 

"  What  day  is  it  to-day,  children  ?"  the  teacher  inquires. 

"It  is  Tuesday." 

"  \\'hat  occupation  liave  we  to-day  ?  " 

"The  laying  tablets." 

"  Why  do  we  call  them  laying  tablets,  Eleanor  V  " 

••  IM  cause  they  cannot  stand  up  good." 

"  Like  what  else,  that  we  played  with  yesterday  ?  " 

"Like  the  blocks." 

"Yes,  the  blocks  can  sit  or  stand  on  each  of  their  six  faces." 

A  little  cube  is  covered  with  six  various-colored  square  tablets  and 
shown  to  the  class. 

"  What  part  of  the  cube  does  one  of  these  little  tablets  cover?" 

"  The  face  of  the  cube." 

"  Arthur,  describe  the  tablet  to  me." 

"  The  tablet  lias  t\vo  faces,  four  edges  and  four  corners.' 

••  Very  _      i.     Albert,  what  do  you  wish  to  say?  " 

"  The  tablet  has  four  equal  edges  and  four  equal  corners." 

••  Xea,  tii'-y  must  be  equal,  or  its  shape  would  not  be,  what,  Lulu?" 

••  Not  l>t'  square." 

The  children  are  now  made  to  point  out  any  square  objects  in  tin- 
room  .  Then  each  child  has  the  cube  presented  to  him,  with  the  ques- 
tion — 

••  Which  face  of  the  cube  will  you  have  ?  " 

They  aiis\vcr  according  to  their  wishes,  the  upper,  lower,  front, 
back,  right  and  left  one  ;  and  as  fast  as  one  is  taken  off,  it  is  replaced. 

••  You  may  all  lay  it  before  you  in  such  a  way  as  to  cover  exactly 
of  the  squares  on  the  table." 

Thru  each  child  receives  another  one. 

••  \i.\v  lay  your  tal'irts  so  that,  face  touches  face." 

S«  -me  of  the  new  scholars  look  at  the  experienced  ones,  so  as  to  mi- 
nd what  they  arc  to  do. 

•   Now  let  the  edges  of  your  tablets  touch.     What  is  it  now,  Alice  ?" 

"  It  is  an  oblong." 

"Why  is  it  not  a  square  now  ?  Count  the  corner  and  edges.  Four, 
just  like  one  of  our  tablets.  Well.  Norman  ?  " 

"The  edges  are  not  equal;  t  \\  ••  >  of  them  are  longer  than  the  other  t\\«»." 

"You  have  had  your  right  and  left  edges  touch  ;  now   change  their 


34  NATIONAL   KINDERGARTEN   MANUAL. 

position,  let  the  upper  and  lower  edges  touch.  What  is  it  now, 
Josephine  V  " 

"It  is  a  vertical  oblong." 

"  Yes,  before  it.  was  a  horizontal  oblong.  Now  the  corners  shall 
touch.  Try  each  one  to  do  it  in  a  different  manner,  and  I  will  copy 
them  on  the  board." 

This  is  a  very  interesting  process  to  the  children. 

"  This  time  corners  may  touch  edges.  Now  you  shall  each  have  six 
more  to  make  anything  you  like,  but  you  must  tell  me  what  part  of 
your  tablets  touches.  I  am  coming  round  to  see  what  pretty  things 
you  have  made.  I  only  wish  we  had  some  of  Mr.  Milton  Bradley's 
Tablet  Paper,  then  we  could  paste  just  what  you  made  on  a  piece  of 
paper  for  you  to  take  home.  I  think  I  will  have  to  send  for  some.* 
What  have  you  made,  Milton  ?  " 

"  Some  steps." 

"  Where  may  they  lead  to  ?  " 

"  Up  to  the  nursery." 

"Baby  is  sleeping  the're,  let  us  go  up  on  tip-toe.  Oh,  he  is  awake, 
playing  with  his  tiny  fingers.  We  will  play  with  ours  and  sing  about 
the  five  little  children,  by  and  bye.  What !  has  Mamie  made  steps 
too  ?  but  they  are  double  steps.  Where  do  they  lead  to  V  " 

"  To  our  front  door." 

"  Certainly,  baby  has  had  a  nice  ride,  now  he  is  coming  home  quite 
sleepy  and  hungry.  We  too,  want  our  lunch  pretty  soon.  What  has 
Jennie  made  ?" 

"  I  have  made  a  train  of  cars,  all  the  edges  touch.". 

"Where  is  your  train  going  to,  East,  WTest,  North  or  South  ?" 

"  North,  where  grandma  lives." 

"  Let  us  go  with  you  to  spend  a  week  in  the  country,  it  is  getting 
warm  here  now.  Over  there  is  north,  towards  those  windows ; 
change  the  position  of  your  train,  it  was  going  West  the  way  you  had 
it.  What  has  Ella  made  ?  " 

"I  have  made  a  cross,  all  the  edges  touch." 

"Is  it  a  gold  cross  to  wear,  or  a  marble  cross?" 

"  It  is  a  marble  cross  in  a  grave-yard." 

"Who  is  buried  there?" 

"  My  grandfather." 

"  What  did  I  tell  you  we  must  leave  behind,  if  we  want  our  friends 
to  remember  us  ?  " 

"  A  good  name." 

*  Parquetry,  Milton  Bradley  &  Co.,  Springfield,  Mass. 


MODEL,   LESSON   NO.    VI.  35 

"  Repeat  the  verse." 

"  A  good  name  is  rather  to  be  chosen  than  great  riches/"  etc. 

"But  what  has  Carltoii  here?" 

"  A  cross  ;   edges  and  corners  touch." 

"  It  is  very  pretty.  It  must  be  a  filigree  silver  one ;  we  will  give  it  to 
mamma  for  a  C'hristmas  present.  Well,  well !  here  is  a  flag,  a  chair,a 
table,  a  pigeon-house,  a  bridge,  an  arched  doorway." 

-.  it  is  a  church  window,  exclaimed  the  little  fellow  who  made  it. 

I  Jennie,  after  many  efforts  had  his  little  tablets  stand  up  so  as  to 
form  a  cube. 

Milton  has  four  circus  tents,  and  Charles  has  the  same,  Winnifred 
and  Otto  are  partners  and  have  made  a  very  pretty  form  of  beauty. 
Parke  has  made  a  circle  of  six  of  his  tablets.  Two  are  outside. 

'•  This  is  Mary  and  her  little  lamb,  and  that  is  the  school-house,"  he 
explained. 

A  few  others  have  forms  of  beauty,  made  systematically  and  perfect. 
Rut  now  it  is  almost  twelve  o'clock,  and  the  tablets  are  all  put  face  to 
:':iee  in  a  little  pile  and  taken  up. 

"  Before  we  have  our  lunch,  let  us  sing  of  the  five  little  children." 

All  sit  up  straight,  and  drumming  with  one  hand  upon  the  other, 
they  suit  the  action  to  the  words  and  sing  — 

Five  little  children  climb  up  a  tree, 

Higher  and  higher,  you  hardly  can  see, 

They  climb  so  high,  so  high,  so  high! 

I )«>\\u  they  fall,  into  a  ditch  close  by. 

Let  us  go  and  help  them  out. 

Poor  little  things,  what  were  you  about? 
Here  we  are  again,  you  see, 
Thankful  to  you,  as  thankful  can  be, 
And  if  «'vcr  a-ain  \\r  climb  up  a  tree, 
We'll  try  to  be  careful  as  careful  can  be.* 

Til.-  hands  clap  at  the  last  word.  Then  "  Ten  little  children,"  etc. 
At  the  won  Is  "  let  us  go  and  help  them  out,"  both  hands  whirl 
around  each  other,  so  as  to  afford  an  excellent  exercise  and  great 
amusement  to  the  children. 

The  lunch  baskets  are  now  brought  in  by  one  of  the  children,  and  given 
to  tlu'  one  who.  holding  up  a  hand,  recognizes  it  as  his  or  hers.  When 
all  have  their  lunch  before  them,  they  arc  required  to  sit  back  for  a 
moment,  so  quiet  that  the  ticking  of  the  clock  can  be  heard,  then  the 
bell  is  tapped,  and  gleefully  they  open  their  baskets,  spread  out  their 
napkins,  lu-gin  to  eat  their  lunch,  not  unlike  a  social  party. 

•  Music  in  Nut.   KindtTKurti-n  Songs  and  Plays. 


36  NATIONAL   KINDERGARTEN   MANUAL. 

MODEL    LESSON,    NO.    VII. 
STICK    LESSON. 

THE  children  are  counted ;  the  teacher  holds  up  thirteen 

Number.  .   ,  .    , 

sticks  which  are  two  more  than  are  needed. 
"  How  many  sticks  do  we  need  to  give  each  child  one?  " 
Children  :  "  We  need  eleven  sticks." 

The  teacher  holds  the  other  two  in  her  hand :    "  How  many  must  I 
put  away  ?  " 
Ch. :  "Two." 

" But  how  many  more  will  it  take  to  give  each  child  two  sticks?" 
Ch. :  "Nine  more  with  these  two." 

"Each  child  shall  have  two  sticks,  —  how  many  twos?" 
Ch. :  "  Eleven  twos." 

"Yes,  eleven  times  two.     Let  us  build  a  barn.     First 

Language. 

of  all  let  us  lay  the  foundation.  Where  should  we  be- 
gin, with  the  roof  ?  " 

Ch. :  "No,  with  the  basement  or  cellar,"  some  reply. 

"  Very  well,  lay  your  sticks  three  inches  from  the  front  edge  of  your 
Obedience  table,  in  a  horizontal  position,  so  as  to  form  one  long 
stick  or  line."  Two  more  four-inch  sticks  are  given  out. 
The  child  who  is  naturally  the  most  restless,  but  tries  the  hardest  to 
be  orderly,  is  called  out  to  be  a  little  helper, when  occasion  requires. 
Before  use  is  made  of  the  last  two  sticks,  the  children  all  say  in 
concert,  "  We  have  laid  the  foundation."  The  other  two  sticks  are 
Reflection  placed  in  a  vertical  position  one  inch  within  and  from  the 
and  ends  of  the  horizontal  line.  We  will  call  these  the  sides 

Observation.  of  the  ^arn.  Two  more  sticks  are  given  out  and  laid 
slanting  toward  each  other,  to  form  the  roof. 

Short  conversation  on  roofs,  why  they  are  needed,  of  what  they  are 
made,  —  wood,  slate,  tar,  tin,  straw,  etc. 

"The  frame  of  our  barn  is  made;  now  can  you  tell  me  who  lives 
there?" 

Otto  and  Albert,  who  have  never  been  on  a  farm,  say,  "  Newspaper 
boys,  tramps."  Others  mention  several  domestic  animals. 

"  Now  we  will  put  something  on  the  roof  of  our  barn,  to  tell  which 
way  the  wind  blows."  Two  one-inch  sticks  are  given  out,  and  placed 
in  the  shape  of  a  cross  on  the  roof. 

"  Did  you  ever  see  a  weather-vane?" 


MODEL   LESSON   NO.    VIII.  37 

••  V.  •<."  some  have  seen  a  gilt  horse  or  weathercocks.     They  all 
stand  up  and  sing: 

"  Like  the  weather-vane  is  going,"* 


Physical  exercise.          Tnen   i}n^   sin&  to  tlie  melody  of  the    Win 

p.  •!:),  of  the  National  Kindergarten  Songs  and  Plays  : 

"  The  weather-vane  needs  the  wind  to  blow, 
Or  else  it  can  not  go,  go,  go,"  etc., 

adapting  the  words  to  the  subject. 

Geo  ra  h  They  make  the  weather-vane  turn  to  the  north,  to  the 

south,  the  east,  and  the  west,  representing  themselves 
the  weather-vanes.  They  sit  down.  Now  our  barn  should  have  a 
door.  Tin  n  two-inch  sticks  are  given,  and  a  door  is  made.  Each 
child  tells  what  goes  into  his  barn  door,  —  cows,  goats,  etc. 

••  The  door  must  not  be  narrow  like  our  doors,  because  sometimes 
a  large  body  comes  out,  which  none  of  you  have  mentioned.  It  is 
drawn  by  oxen  or  horses.*' 

••  Yi»s,  the  hay-wagon." 

Children  sing  : 

"  Hurrah  !  hurrah!  the  autumn  brings  us  cheer," 

14,  or  "  New  Mowing  Song,"  page  50.     When  they  are  seated 

La     ua  e       again,  they  exemplify  with  their  hands,  various  sizes,  first 

wide,  then  narrow,  high  or  tall  or  low.     Teacher  mentions 

Benj.  West,  who  U'-aii  his  art  career  by  drawing  pictures  on  a  barn 

door.    Teacher  has  the  children  draw  the  picture  of  a  barn  on  the  black- 

board with  a  weather-vane  on  the  roof  of  it,  and  she  herself  draws  the 

picture  of  a  chicken  going  into  it;  each  child  doing  a  small  part  of  the 

barn.    The  children  now  make  what  they  please.    The  sticks  are  gath- 

ered up,  after  each  one  has  placed  them  in  groups  according  to  the 

.  and  the  children  march  out  to  play. 

Sing  "Tin-  Farmer."  M  M.-wing  Song,"  or  "Weaver  John."f  The 
occupation  which  follows  U  \\raving. 


•  Page  25,  of  "  Cheerful  I 

f  Page  44.  National  Kindergarten  Songs  and  Playo. 


38  NATIONAL   KINDERGARTEN   MANUAL. 


MODEL    LESSON,    NO.   VIII. 

RINGS. 

Teacher  holds  up  a  little  stick.  "If  I  should  ask  you,  children 
how  you  would  make  a  picture  of  this  little  stick  on  your  slates  or  on 
the  blackboard,  what  would  you  do  ?  " 

Ch. :  "  We  would  draw  it."     • 

T.:  "Draw  a  stick?" 

Ch. :  "No,  draw  a  line." 

T. :  "Yes,  you  would  druw  the  picture  of  it,  like  this?"  (drawing 
a  zig-zag  line.) 

Ch. :  "  Oh  no,  it  must  be  a  straight  line." 

T. :  "  Let  us  all  move  our  fingers  up  and  down  in  a  straight  line. 
Good.  Can  you  make  any  other  kind  of  a  line  ?  " 

Ch. :  "  A  horizontal  line,  a  slanting  line." 

The  children  move  their  pointing  fingers  as  directed. 

T. :  "  But  I  know  how  to  draw  another  kind  of  a  line.  If  I  were 
going  to  draw  the  picture  of  our  ball,  what  kind  of  a  line  would  I  have 
to  draw?" 

Ch. :  "  A  round  line." 

T. :  "We  do  not  call  it  a  round  line,  we  call  it  a  curved  line: 
Show  me  a  curve,  Alice  ?  " 

A. :  "  The  fire-place."     Children   hold  up  hands. 

"Well,  Milton?" 

"  Our  eye-brow." 

"  Charlie  ?  " 

"The  picture-frame." 

T. :  "  Now,  let  us  make  a  curve  with  our  arms  like  a  rainbow,  now 
with  our  pointing  fingers.  I  have  something  in  my  hand  which  is 
curved.  You  shall  all  have  one."  T.  shows  a  half  ring.  "  Is  this 
made  of  wood  ?  " 

Ch. :  "  Oh  no,  it  shines,  it  is  brass." 

T. :  "It  is  made  of  strong  wire.  We  can  not  chop  it,  like  we  can 
wood.  Holding  it  curved  upwards,  what  part  of  this  half  ring  is 
turned  upwards?" 

Ch.:  "The  points." 

T. :  "Let  us  call  it  the  ends." 

The  children  each  receive  a  half  ring. 


MODEL  LESSON  NO.    VIII.  39 

T. :  "  Let  us  all  have  our  half  rings  curved  upwards,  as  I  had  mine 
Do  you  know  anything  curved  upwards  like  this?" 

Ch. :  "  The  rim  of  a  hat,  the  rocker  of  a  chair,  of  a  cradle,  etc." 

T. :  "  Let  us  turn  it  in  the  opposite  direction,  the  ends  downwards. 
What  might  it  be?" 

Ch. :  "  A  wicket,  a  window,  a  hat,  an  umbrella  when  open." 

T. :  "Now  turn  it  to  open  toward  the  right.  Now  let  it  onen  to 
the  opposite  side." 

Ch. :  "  It  looks  like  the  moon." 

Charlie  :  "If  we  put  the  stick  to  it,  it  looks  like  a  sickle." 

T. :  "  What  did  I  give  you  children  ?  " 

Ch. :  "  A  half  ring." 

(A  good  lesson  on  minerals  can  be  given  another  time.  Or  a  lesson 
on  mines,  or  on  metals,  on  their  variety  and  uses,  etc.) 

T. :  "I  want  you  to  have  a  whole  ring.  What  must  I  give  you 
now?" 

Ch. :  "  Another  half  ring." 

Teacher  shows  another,  but  much  smaller,  "  Will  this  make  a  whole 
ring?" 

Ch. :  "  No,  it  must  be  the  same  size." 

T. :  "That  is  right.  How  many  children  are  here?  (They  count 
twenty.)  How  many  half  rings  must  I  give  out?" 

(.'h.*:  '•  Twenty." 

T. :  "  Now  we  will  join  them  together  carefully,  and  what  have  we  ?  " 

Ch. :  "  A  whole  ring."  Children  mention  round  bodies,  such  as 
seeds,  bubbles,  fruit,  etc. 

T. :  "  But  you  see,  we  can  put  our  fingers  through  this  ring.  Mention 
things  like  it." 

Ch. :  "  Hoops,  bracelets,  links  of  chains,  our  rings,  curtain  and 
portiere  rings,  finger-rings,"  etc. 

T. :  "What  is  the  smallest  of  which  you  can  think?" 

Ch. :  "Bal>v's  finger-ring." 

T. :  -  What  i>  I'M'-  largest  you  have  seen?" 

Albert:  "The  fence  around  tin-  park." 

T. :  ••  What  is  the  prettiest  ring  of  all  V  " 

Ch. :  "Flower-bed." 

'I1.:  "Sure  enough,  it  is  my  tl<>\\rr>  I  have  in  my  mind,  you  all  are 
the  flowers  in  my  Kindergarten;  now  you  can  come  out  and  sing: 
'  Form  a  ring,  form  a  ring  so  sweetly,'  etc.  page  19.*  Leave  your  rings 
on  the  table,  and  let  us  play  for  a  few  mini; 

•  Cheerful  Kchoes. 


40  NATIONAL   KINDERGARTEN   MANUAL. 

Children  inarch  out  to  the  tune  of  "  The  time  has  come  for  play," 
page  11,*  or  "Let  us  form  a  ring,"  page  29, f  or  they  may  play  "  Roll 
the  hands,"  etc.,  a  fairy  play.  Then  march  back.  Each  one  re- 
ceives a  whole  ring,  and  lays  any  form  he  pleases.  The  children  may 
be  allowed  to  copy  their  forms  on  the  blackboard.  It  is  desirable  that 
there  be  blackboard  enough  for  several  children  to  copy  simultaneously. 
Teacher  helps  them  to  put  their  initials  inside  of  the  ring  which  they 
have  drawn.  They  may  use  another  ring  for  a  guide,  which  they 
place  back  in  the  box  on  their  way  back  to  their  seats.  When  each 
one  has  made  a  picture  of  his  form,  all  the  half-rings  are  gathered  up. 
Teacher  shows  them  how  the  picture  of  a  ring  may  be  changed  to  a 
picture  of  a  solid  ball,  by  shading  it.  She  fills  it  up  with  chalk  marks, 
then  rubs  her  finger  over  it,  to  erase  all  the  marks  of  lines.  The 
children  do  this  with  their  ring  on  their  slates,  fill  it  out,  breathe  on 
it,  rub  it  gently  with  the  finger,  and  perhaps  call  it  the  moon.  Then 
a  drawing  lesson  may  follow  with  curved  lines. 


MODEL   LESSON    NO.  IX. 

PAPER  FOLDING. 

A  number  of  questions  may  be  a^ked.  What  is  paper  made  from  ? 
Cotton,  straw  or  almost  anything  that  belongs  ^o  the  vegetable  king- 
dom. It  can  be  made  from  almost  any  fibrous  substance.  Some 
very  fine  paper  is  made  from  rice,  and  in  China  they  make  some  most 
beautiful  articles  with  that  paper.  Asking  the  quality  of  the  paper 
means  whether  it  is  thick  or  thin,  smooth  or  rough.  The  child  chooses 
which  color  he  will  have,  and  then  the  same  rhymes  as  are  used  with 
the  balls  of  the  first  gift  may  be  used,  "  This  little  sheet  is  red,  you 
see,  like  the  apples  on  the  tree."  Then  ask  the  child  to  tell  something 
of  the  same  shape  as  their  sheet  of  paper ;  they  may  say  a  napkin,  top 
of  a  table,  a  picture-frame,  a  square  looking-glass,  etc.  What  kind  of 
a  face  has  it?  Flat  or  smooth ?  What  else  has  it?  Edges  and  cor- 
ners, the  upper  edge  running  from  right  to  left,  the  lower  edge  run- 
ning in  the  same  way,  the  edge  to  the  right  goes  up  and  down,  the 
edge  to  the  left  runs  in  the  same  direction.  With  very  young  children 
it  is  best  to  teach  them  without  their  knowing  it.  We  say,  now  run 
your  little  fingers  along  the  lower  edge  ;  now  along  the  upper  edge ; 

*  Cheerful  Echoes. 

f  National  Kindergarten  Songs  and  Plays. 


MODEL  LESSON  NO.  ix.  41 

now  the  lower  edge  wants  to  go  visiting  the  upper  edge.  Now  let  us 
open  it,  —  why  we  have  a  little  carnage  seat,  and  we  will  go  riding. 
You  can  then  tell  a  little  story  and  bring  in  the  song  "Wait  for  the 
..''  Jt  is  also  the  shape  of  a  book  ;  and  the  children  sing  a  song, 
or  read  a  story  out  of  their  books,  a  favorite  pastime.  We  take  the  lower 
right-hand  corner  and  fold  it  against  the  upper  left,  it  will  then  be  a 
shawl,  and  to  the  older  children,  a  triangle.  It  is  also  a  tent,  and  we  have 
a  play  asking  what  kind  of  a  tent  it  is,  some  say  a  circus  tent;  then  ask 
what  pets  the  different  children  have.  It  can  also  be  a  store,  and  we 
make  a  market  by  joining  all  the  tents  together,  then  introduce  a 
story  suitable  to  the  occasion.  It  may  represent  a  hill,  and  we  sing 
••Jack  and  Jill,"  then  take  the  lower  left  hand  corner  and  fold  it 
against  the  upper  right.  The  children  may  show  you  the  centre,  and 
sing,  "  Thumbkins  says,  I'll  dance,  Thumbkins  says,  I'll  sing,"*  etc. 
Then  take  the  lower  righMiand  corner  and  fold  it  against  the  centre, 
we  have  now  the  ivy  leaf,  and  fold  the  upper  left  down  to  the  centre, 
and  when  a  third  corner  has  been  folded  to  the  centre  we  have  a 
little  envelope  ready  to  be  closed,  which  you  do  by  folding  the  fourth 
corner  to  the  centre.  We  show  the  child  where  to  put  the  stamp. 
Each  child  receives  a  round  circle  of  the  parquetry  paper,  and  is  par- 
ticular to  paste  it  in  no  other  place  but  the  right-hand  upper  corner, 
to  save  trouble  (we  tell  them)  to  the  people  at  the  Post-Office.  If  it  is 
near  Christinas  time,  we  address  the  letters  to  Santa  Claus,  each 
child  having  told  what  he  would  like  to  have. 


When  speaking  of  the  material  paper  is  made  from,  we  may  intro- 
duce the  subject  as  follows : 

Dili  you  ever  hear  the  men  going  round  singing, 

"  If  I  had  as  much  money  as  none  could  tell, 

I  never  would  cry.  ..1,1  rugs  to  sell ''  ?         (Page  48.)f 

W  :  .  ,  e  day  Joaie'i  i>ct  kitten  with  its  blue  ribbon  round  its  neck, 
took  a  notion  to  play  round  a  rag-man's  push-cart,  while  he  wns  in 
the  house  talking  to  Josie's  mamma,  and  buying  her  rags.  It  finally 

into  one  of  the  bags  and  went  to  sleep.  The  ragman  came  out 
of  the  house  and  put  some  rags  into  the  bag  where  pussy  was  sleep- 

:  .1  went  a\\ay  down  the  street,  where  he  stopped  at  a  man's  door 

r  Little  One*,"  published  by  Oliver  Ditson. 

|  Cheerful  Kchoe*. 


42  NATIONAL   KINDERGARTEN   MANUAL. 

who  bought  all  the  old  rags,  to  have  them  made  into  paper.  When 
he  opened  one  of  the  bags  Pussy  jumped  out. 

"  Are  you  going  to  sell  Pussy  too  ?" 

"No,"  the  ragman  said,  "you  can  have  it  for  nothing." 

Meanwhile  Josie  was  calling  her  pussy,  and  asking  every  one  whom 
she  met,  if  they  had  seen  her  kitten. 

"  What  is  the  matter  with  Josie?"  said  papa  when  he  came  home 
to  supper. 

"  My  kittie  is  lost,"  said  Josie. 

"  Never  mind,"  said  papa,  "  I  will  advertise  it." 

So,  the  next  morning,  a  poor  boy  who  wanted  to  buy  some  school- 
books,  but  had  no  money,  was  going  by  a  board  fence.  There  was 
a  paper  pasted  on  the  boards,  and  he  stopped  to  read  it.  "  Lost,  Grey 
Kitten,  with  blue  ribbon  round  her  neck.  The  finder  will  receive 
$2.00  reward;"  and  then  it  told  where  to  bring  it.  "  O,''  thought 
Louis,  "  I  saw  a  cunning  little  kitten  this  morning  as  I  passed  by  that 
paper  factory."  He  went  to  Josie's  house  and  told  them  where  they 
could  find  her  kitten.  Mamma  and  Josie  went  out  and  found  it  was 
her  kitten.  They  thanked  the  gentleman  for  taking  care  of  pussy, 
and  gave  Louis  the  $2.00  wlien  he  called  the  next  day,  and  he  was 
glad  to  be  able  to  buy  his  books. 

What  kind  of  rags  make  the  finest  paper  ?  What  is  coarse  wrap- 
ping-paper made  from?  What  is  paper  used  for?  These  subjects 
may  serve  for  the  object-lessons  for  many  days  of  paper  folding. 


FOLDING  WITH  LARGER  CHILDREN. 

"Thursday  is  our  day  for  folding.  Before  we  make  anything 
pretty  let  us  have  a  riddle,  which  you  can  let  the  folks  at  home 
guess  also.  You  remember  what  I  said  about  the  foundation  of 
a  house? 

Ch. :  "  Yes,  we  cannot  build  the  upper  stories,  or  the  roof,  until, 
we  have  laid  the  foundation." 

T. :  "  Very  well,  to  make  any  thing  with  our  paper  we  must  begin 
with  the  foundation.  How  do  we  get  a  centre  ?  " 

Ch. :  "By  making  a  vertical  and  a  horizontal  fold." 

T. :  "Very  well,  I  shall  call  these  our  foundation  or  fundamental, 
folds." 

Ch.  :  "  We  also  fold  from  corner  to  corner." 


MODK I.    LKSSON   NO.    X.  4 

T. :  "  Certainly,  but  we  will  not  make  the  diagonal  fold  until  we 
have  guessed  our  riddle." 

After  the  vertical  and  horizontal  folds  have  been  made,  the  lower 
edge  of  the  paper  is  folded  to  the  middle,  the  same  as  with  all  the 
other  edges;  then  there  will  appear  sixteen  small  squares." 

T. :  "  Xow,  children,  see  how  many  squares  you  can  find  in  this 
paper.  I  can  find  twenty-nine  in  mine.  First  the  sixteen  small 
squares,  then  the  original  square  before  it  was  folded,"  and  so  on. 

It  can  be  shown  and  explained  on  the  board.     The  same  riddle 
another  time  can  be  given  to  find  how  many  triangles  are  contained 
within  the  four-inch  square.     The  children's  names  are  written  on 
the  squares,  they  are  gathered  up  and  a  fresh  sheet  is  given  them, 
either  to  fold  what  they  please,  or  to  make  some  pleasing  form  of  life. 
For  instance,  dictation:   '-Change  your  square  into 
an  oblong.     Point  to  the  lower  right  hand  corner. 
Turn   it   up  to  the   middle  line   so  as  to  make   a 
right-angled  triangle,  beside  the  square." 

'•  You  see,  the  right-hand  upper  corner  went  down, 
and  now  the  left-hand  lower  corner  says  it  wants  to« 
go  up." 

me  the  vertical  line  in  the  middle.    Bend  it  together 
so  that  both  points  are  on  the  same  side.     It  makes  a  flag." 

Five  inch-long  staffs  are  given  out,  and  with  the  help 
of  a  little  mucilage  the  children  are  delighted  to  have  a 
Hag.  Their  names  are  written  on  them.  They  may  march 
out  with  music,  or  let  the  wind  blow  their  flags  from  dif- 
ferent directions  with  the  words,  "  Which  way  does  the  wind  blow?  " 


MODEL   LESSON    NO.    X. 
PEAS    AND    STICKS    OR    WIRES. 

(In  Germany  eacli  child  has  a  pricking  needle,  with  which  he  makes 

a  hole  before  using  the  stick,  to  prevent  the  breaking  of  the  point). 

The  kinder^aitiier  brings  a  box  of  small  sticks  of  various  sizes, 

called  the  Eighth  Gift,  representing  the  edges  of  the  solids,  with  which 

,;ldren  play.     Some  of  these  little  ones  have  already  visited  the 

kindergarten  tin-  previous  year.     A  bowl  with  soaked  peas,  and  some 

I  belonging  to  a  toy  tea-set  are  also  brought  into  requisition. 

•  National  Kiiul.-nraitfM  Songs. 


44  NATIONAL   KINDERGARTEN   MANUAL. 

"  Hugh,  what  is  this  in  my  hand?" 

"  A  little  stick." 

"Is  it  like  anything  we  have  used  in  our  work  before,  Fannie?" 

"It  is  like  a  slate-pencil." 

Other  children  reply:  '-Yes,  like  a  lead-pencil,  a  gas-pipe,  the  leg  of 
a  chair,  a  stick  of  candy,  a  tree." 

"  What  part  of  the  tree,  Elma?" 

"  The  trunk  and  limbs  of  the  tree." 

"  But  we  are  not  going  to  play  with  sticks  alone  this  time ;  here  is 
something  else  that  I  will  give  you.  By  using  this  we  cannot  only 
lay  anything  we  wish,  but  can  put  it  together  and  hold  it ;  yes,  we  can 
take  it  home  to  give  to  papa  or  mamma.  Is  this  pea  shaped  like  the 
little  stick?" 

"  No,  it  is  like  a  ball;  it  is  curved  in  every  direction,"  says  Helen, 
one  of  last  year's  pupils. 

"  Like  our  worsted  balls  ?  " 

"  No,  like  the  wooden  sphere,"  says  Elsie. 

"The  very  same  form,  but  of  different  material.  Why  do  I  not 
give  you  cunning  little  wooden  balls  to  play  with?" 

"  It  has  to  be  soft,  or  our  stick  will  not  go  into  it." 

"  Why  should  the  stick  be  hard,  can  you  tell  me  ?  " 

"  Because  the  point  of  it  must  be  firm  enough  to  break  the  skin  of 
the  pea  and  hold  it  there."  (This  reply  is  given  with  the  teacher's 
help.) 

"If  the  pea  was  made  of  wood,  what  would  happen  to  the  little 
stick  when  it  tried  to  pierce  a  hole  in  it  ?  " 

"  It  would  break." 

"  What  is  the  pea  made  of  ?  " 

"It  grew." 

"That  is  a  very  nice  answer,  Elsie.  It  is  part  of  a  plant,  and  while 
it  was  growing  good  mother  earth  fed  its  roots  every  day.  The  kind 
rain  and  loving  sun  all  did  their  best  to  help  the  little  pea-vine  grow 
tall,  and  change  its  pretty  flowers  into  pods  with  peas  in  them.  None 
of  us  can  make  a  pea.  God  has  given  to  the  earth  all  that  is  wanted 
to  feed  the  little  pea.  Now  each  child  shall  have  four  sticks  and  four 
peas.  I  want  you  to  make  me  a  square  window.  Laura,  what  size 
must  these  little  sticks  be  to  make  a  square  window  with  them  ?  " 

"They  must  be  equally  long."     (Last  year's  pupil.) 

"Yes,  that  is  so.  As  soon  as  a  window  is  made  lay  it  down  and 
sit  back  in  your  chairs.  In  what  direction  do  two  of  your  little  sticks 
run,  Arthur?'* 


MODKL  LKSSON   NO.  x.  45 

{1  Two  run  in  a  vertical,  and  two  in  a  horizontal  direction." 

•'Felix,  wiiat  part  of  the  window  arc  your  peas?" 

"  The  corners." 

"All  that  is  wanting-  is  a  pane  of  glass." 

Each  child  now  tells  what  part  of  the  house  their  window  belongs 
to.  ( )ne  child  has  a  church  window  with  pretty  pictures  on  it,  another 
a  prison  window.  Then  a  short  story  about  a  poor,  sick  child,  who 
could  never  go  out  to  see  the  trees  or  play  in  the  garden,  and  how  his 
little  friend  brought  him  a  pet  plant,  which  he  placed  in  the  window 
that  it  might  be  kissed  each  day  by  the  sun.  How  contented  and 
happy  he  felt  watching  it  grow!  After  the  story  the  children  amuse 
themselves  making  anything  they  please.  Four  more  sticks  are  given 
to  them,  and  the  toy  teacups  of  each  filled  with  peas.  One  little  girl 
begs  for  a  curved  wire  so  as  to  make  her  name,  but  is  told  that  they 
cannot  have  wires  to-day,  as  the  children  are  permitted  to  carry  their 
things  home,  but  when  they  use  wires  they  have  to  be  used  again  in 
the  kindergarten.  She  is  shown  how  to  break  the  sticks  so  as  to  form 
curves,  and  she  makes  a  perfect  "  Alice." 

As  the  time  approaches  for  the  primary  class  to  come  in  for  recess, 
one  of  the  children  collects  all  the  sticks,  after  they  have  been  sep- 
arat.'d  the  larger  from  the  smaller,  and  laid  orderly  before  each  one. 
The  peas  and  dishes  are  put  away  by  the  teacher,  and  soon  the  older 
children  march  in  and  take  their  seats.  Then  they  all  arise  and 
mareh  out.  Their  hats  having  been  given  to  them  in  their  seats,  they 
go  out  to  the  play-ground  and  form  a  long  row  to  play  the  "  Gardener 
and  the  Flowers "  (Xational  Kindergarten  Sonys  and  Plays).  The 
gardener,  represented  by  Miss  Lorn'*,  sings: 

"  Some  flowers  I  want  to  find, 
Into  a  wreath  to  wind. 
I  want  you  one  ami  all, 
The  larger  an-1  tin-  small." 

Tin  ••  Flowers"  sing,  advancing  three  steps,  holding  each  other  by 
the  hand,  and  then  stepping  back  again: 

"  Pray,  sir.  but  <lo  not  liml  us 
Into  ;i  wreath  to  wind  us, 
Wi-'ll  in  tin-  mmlrn  stay; 
\\Y  love  our  liU-rU." 

The  gardener  claps  IMT  hands,  and  all  the  flowers  run  to  the  other 
side,  trying  to  escape  Ix-ing  e:inght.  Each  larger  child  holds  a  smaller 
one  l>y  the  hand,  to  prevent  their  falling.  Every  one  caught  becomes 
a  gardener  with  tin-  tir-t.  and  belpfl  catch  the  flowers,  singing  the 

> 

(IT 
..  i 


46  NATIONAL   KINDERGARTEN   MANUAL. 

gardener's  part  of  the  song.  After  the  flowers  are  all  caught  a  ring 
is  formed  and  they  sing : 

"  The  flowers  now  are  found ; 
Into  a  wreath  they're  wound ; 
So  sweetly  it  is  scented, 
To  our  friends  we  will  present  it." 

Then  all  march  into  the  house,  singing  a  marching  tune.  As  they 
pass  through  the  recitation  room  they  lay  their  hats  upon  a  long  table 
they  pass,  without  interrupting  the  march,  while  one  child  remains 
behind  to  hang  the  hats  up  in  their  places. 


MODEL    LESSON    NO.    XI. 

CLAY     MODELING. 

"  Who  can  tell  me  where  we  find  our  nice  clay  ?  " 

"In  the  ground." 

With  larger  children  we  give  a  lesson  either  in  mineralogy  or 
:geology.  They  tell  us  of  various  things  found  in  the  ground ;  all  the 
various  minerals,  such  as  clay,  chalk,  slate,  magnesia,  sulphur,  etc.,  all 
the  common  stones,  such  as  marble,  granite,  etc.,  diamonds,  and  other 
precious  stones,  to  be  written  on  the  blackboard  as  fast  as  they  are 
named. 

With  younger  children,  they  tell  us  different  things  made  of  clay, 
such  as  bricks,  dishes,  flowerpots,  vases,  etc.  The  oil-cloth  table' 
covers  are  now  spread  over  the  tables,  then  we  take  a  piece  of  clay 
and  speak  of  the  object  which  we  intend  to  make,  which  perhaps  is  in 
connection  with  what  we  played,  or  with  the  preceding  occupation. 
We  have  had  the  Second  Gift,  and  had  been  spinning  the  ball,  cube, 
and  cylinder.  All  try  to  make  a  ball  of  clay. 

Teacher :  "  Let  me  see  how  nice  your  ball  can  run.  Milton,  yours 
seems  to  have  a  flat  face.  Ella,  there  is  a  round  corner,  that  will  not 
do.  Albert,  there  is  a  kind  of  a  curved  edge  on  yours.  What  is  the 
form  of  a  ball?" 

Children  :  "  A  ball  is  curved  in  every  direction." 

Teacher :  "  The  ball  says  : 

"  No  matter  how  fast  I  spin  or  race, 
I  always  have  the  same  round  face." 


MODI-: i.  LKSSON  NO.  x;.  47 

"These  balls  are  nicely  made;  now  take  your  win-  and  see  how 
-evenly  we  can  cut  them  in  two.  What  have  we  now?" 

Children:  "Two  halves." 

Teacher :  "  Yes,  two  half  spheres.  Sometimes  people  say  hemi  for 
half;  another  word  for  half  is  semi,  but  this  word  is  not  used  when 
we  talk  about  balls  or  spheres.  If  papa  has  a  newspaper  that  comes 
in  the  middle  of  the  week  and  at  the  end  of  the  week  it  is  called  a 
>///,/- weekly  paper,  when  it  comes  at  no  other  times.  Those  that 
come  every  day  are  called  daily  papers.  You  may  make  whole 
balls  out  of  each  half  ball.  Try  to  have  them  exactly  alike.  (In 
some  Kindergartens  a  tiny  pair  of  scales  are  given  for  every  two 
children.*  In  the  nursery  this  is  eminently  practical  and  delightful; 
of  course  it  is  only  used  on  one  day  of  the  week  for  this  particular 
purpose.)  Now  we  are  going  to  cut  our  two  balls.  How  many  half 
balls  have  we  now?" 

Children  :  "  We  have  four  half  balls." 

Teacher:  "These  we  will  make  again  into  whole  balls.  Now  each 
one  has  four  marbles;  we  might  call  them  peas,  as  we  are  going  to 
put  a  stick  into  them  pretty  soon.  But  first  we  are  going  to  divide 
each  of  our  four  balls  into  halves.  How  many  has  each  one  now?" 

Albert:  ."I  have  eight." 

•her  :  "  As  soon  as  you  have  made  each  half  into  a  whole  again 
you  shall  have  some  sticks,  and  we  will  make  something  to  take  home 
with  us.  Here  are  four  sticks.  Make  a  square  with  four  of  your 
lit  tit  (lay  jit  as.  Lay  it  near  the  upper  edge  of  the  table,  away  from, 
the  others.  Now  make  another  square  with  the  rest.  \Vhat  have 
you  now  ?  " 

Children  :    "  We  have  two  squares." 

M  11'Tc  are  four  more  sticks  (tooth  picks)  and  you  may  use  them  to 
connect  your  two  squares.  Take  one  of  your  squares,  let  it  rest  on 
the  table,  now  put  one  stick  in  it  and  let  it  stand  up  vertically  from 
each  ball  at  the  corners.  That  is  right.  Now  place  your  second 
.-quare  on  the  tup,  what  is  it?" 

Children  :  M  It  looks  like  a  cube." 

Teaciii-r:   "  How  many  corner  balls  did  you  have  to  u->-.-" 

Children  :   -  Ki-lit  halls." 

ner:  "  Count  the  sticks  or  edges.     How  many  around  the  t 

Children  :  "  Four  edges ;  four  around  the  upper  face,  and  four  stand- 
ing up  vertically." 

Teacher  :  "  Could  it  look  like  a  cube  if  there  were  not  twelve  edges? 

•  Email  druggist-scales  would  hi-lp  »-n»un-  th,   1.  ilU  bring  of  the  same  weight. 


48 


NATIONAL   KINDERGARTEN   MANUAL. 


Now  we  will  tie  a  piece  of  different  colored  worsted  to  each  one  so 
that  you  can  tell  which  belongs  to  you,  for  we  have  to  put  them 
away  till  you  go  home." 

If  time  permits,  each  child  receives  another 
piece  of  clay  to  make  what  he  pleases.  If  the 
children  have  been  some  time  in  the  Kindergar- 
ten, they  can  be  taught  what  is  the  meaning 
of  solids  by  comparison  with  the  wooden 
cubes.  They  should  all  learn  how  to  draw  a 
cube  before  they  have  been  a  year  in  the  Kin- 
dergarten. They  are  prepared  for  doing  this  by 
the  pasting  of  parquetry.  Three  of  the  leaning 
squares  or  diamonds  make  the  picture  of  a  cube. 

Warm  water  and  towels  being  ready  from  the  beginning,  two 
children  at  a  time  go  to  wash  their  hands.  The  dry  crumbs  of  clay 
are  brushed  into  a  tin  pan  to  be  covered  with  water  for  a  few  days. 
Two  or  three  days  before  we  wish  to  use  the  clay,  it  is  removed  into 
a  dry  napkin,  and  laid  in  a  dark  place  till  wanted.  If  not  dry  enough 
by  that  time  lay  it  in  a  warm  airy  place.  If  too  dry,  wet  the  napkin 
by  pouring  water  over  it  several  times.  The  day  it  is  wanted  we 
change  the  napkin  for  a  dry  one,  and  give  it  an  oblong  shape  by 
striking  it  against  a  hard  surface,  a  marble  slab  or  the  stove  hearth  is 
the  best.  This  gives  it  the  desired  consistency  and  shape  for  cutting  up. 


MODEL    LESSON    NO.    XII. 
THE   GONOGRAPH    OR   CONNECTED   STAFF. 

Teacher :  "  What  is  this  in  my  hand  ?  " 

Children  :  "  A  wooden  stick." 

T. :  "  Only  one  ?  "     (Opens  it.) 

Ch. :  "  No,  there  are  more  than  one." 

T. :  "  Yes,  let  us  count  them.  (Counts  up  to  ten.)  Ten  sticks,  or 
I  call  them  staffs,  are  fastened  together  by  a  kind  of  tack.  But  it 
is  not  a  tack,  because  its  point  might  hurt  our  fingers.  It  is  a 
rivet.*  What  do  you  see  on  this  staff?" 

Ch. :  "  Lines  and  numbers." 


*  With  older  children,  they  may  mention  other  thinirK  which  are  connected,  such  as 
doors  by  hinges,  chains,  clothes  by  straps  or  thread,  leaves  by  the  stem,  limbs  of  the 
body  by  joints,  etc. 


MODEL  LESSON  xo.  xn.  49 

T.  *  And  they  are  all  the  same  distance  from  each  other,  like  the 
lin.-s  on  your  tables  or  on  our  blackboard." 

Ch  :  *•  It  looks  like  a  ruler  or  measure." 

T. :  ••  Yt-s,  and  some  other  time  we  will  measure  with  it." 

Each  child  receives  one,  but  is  told  to  leave  it  before  him  without 
unfolding  it. 

T. :  -•  In  what  position  is  our  staff?" 

Ch. :  <;  Front  to  back,  vertical." 

Tin-  children  are  told  to  put  the  palms  of  their  hands  together  and 
move  them  up,  then  down,  saying,  "  Up  and  down,  vertical."  Then 
they  are  told  to  open  their  hands  with  palms  downward,  and  only  the 
tip-  of  the  middle  fingers  touching,  when  their  staffs  change  to 
assume  the  horizontal  position,  and  they  say,  "From  right  to  left,  or, 
from  side  to  side,  horizontal."  The  teacher  changes  the  position  of 
ht<r  staff. 

T. :  ••  Now  it  is  in  what  position?" 

Ch. :  ••  In  a  slanting  position." 

T. :  "  Like  what  ?     Look  around  !  " 

Ch. :  ';  Like  the  cord  of  the  pictures." 

T. :  -  Xo\v  unfold  one  joint  of  your  staff." 

Ch. :  "  It  looks  like  letter  L,  like  a  carpenter's  rule,  a  hatchet,"  etc. 

The  gonograph  can  sit  up  on  the  table  without  being  held. 

T. :  ••  Y..H  Bee  it  forms  a  corner  where  they  are  joined.     The  out- 
:  it  we  call  a  corner,  the  inside  is  called  an  angle.     Do  you  see 
iare  corners  in  this  room  like  this?     Well,  Norman?" 

I'll. :  "  The  corners  of  the  room.'' 

Another  Ch. :  "  Our  blackboard." 

Still  others  :  "  <  )ur  tables,  the  windows,  the  squares  on  the  table,"etc. 

I. :  ••  Yi-s,  they  all  have  right  angles  or  square  corners,  the  same  as 

our  en  I  ie  which  we  spin  around  sometimes.     Now  see  me  make  this 

angle  smaller."     The  right  angle  is  changing  to  be  a  sharp  one.     "See 

:iarp  I  make  it.     You  may  do  so.     Now  let  us  use  three  of  our 

II  .w  many  sides?  how  many  corners?"     (Carefully  avoiding 

pe<  Ian  tie  school  ways.) 

They  make  in  succession  the  leaning  square,  the  vertical  oblong, 
the  horizontal  oMong,  the  rhomboid,  the  kite  or  trapezium,  the  half  of 
a  hi-xa^on.  which  we  call  the  trape/oid,  the  pentagon,  hexagon,  oc- 
aml  circle.     Of  course  not  in  one  lesson,  but  in  twenty  lessons 
or  me  adding  a  little  to  what  is  well  understood  from  the 

previous  lesson  with  this  gift,  always  connecting  with  each  geo- 
metrical form  something  known  to  the  child;  for  instance,  the 
trape/.oid  may  look  like  a  shoe  or  a  boat. 


50  NATIONAL   KINDERGARTEN   MANUAL. 

We  may  ask  the  children  to  make  us  something  that  has  only  right 
angles,  then  something  that  has  only  dull  (obtuse)  angles,  then  one 
that  has  two  of  a  kind  or  three.  Before  these  staffs  are  taken  up 
they  always  make  whatever  they  like.  They  must  be  taken  up  in 
regular  order,  folded  up,  and  lying  in  a  vertical  position  before  each 
child.  In  teaching  the  word  "  acute  "  you  may  say,  "  sometimes  when 
a  little  boy  gives  a  very  nice  answer,  people  say  to  him,  '  Well,  you  are 
a  cute  little  fellow.'  That  means  he  is  sharp.  We  call  this  sharp 
corner  cute  also,  and  say  it  is  a-cute  little  angle." 

The  connected  staff  is  always  welcome  to  the  children,  and  may  be 
followed  by  sewing  of  lines,  by  drawing,  or  tablets. 


SAND    IN    THE    KINDERGARTEN, 

With  the  Youngest  Children. 

For  playing  with  sand  we  use  oil-cloth  table  covers,  round  tin  pans, 
holding  about  a  pint,  toy  shovels,  one  inch  wide,  and  different  shaped 
patty  pans.  We  show  them  how  to  press  the  sand  firmly  down  with 
the  bottom  of  the  large  pan,  before  they  turn  their  cakes  out.  After 
they  have  had  this  occupation  a  few  times,  we  give  to  each  child  a 
piece  of  a  thin  flat  stick  to  cut  their  cakes  with.  One  of  the  inter- 
lacing sticks  makes  two.  The  children  at  first  make  very  imperfect 
halves,  but  with  judicious  oversight  they  will  divide  their  cake  into 
perfect  halves,  quarters,  and  even  eighths.  Some  children  like  sand 
as  much  as  clay.  The  children  must  consider  it  a  privilege  to  be  al- 
lowed to  take  turns  in  wiping  off  the  shovels  and  pans  when  the  sand 
is  taken  away.  Before  it  is  given  out,  we  talk  about  where  we  find 
the  sand,  what  people  use  it  for,  and  learn  the  little  verses : 

"  Little  drops  of  water, 

Little  grains  of  sand, 
Make  the  mighty  ocean 

Arid  the  beauteous  land. 
Little  deeds  of  kindness, 

Little  words  of  love, 
Make  our  earth  an  Eden, 

Like  the  heavens  above." 


SECOND     PART. 


STORIES 


FOR  THE  KINDERGARTEN  AND  THE  FAMILY. 


(51) 


THE    ART   OF   TELLING    STORIES. 


Good  stories,  if  well  told,  are  to  children  what  powerful  and  excel- 
lent sermons  are  to  their  elders. 

They  place  different  phases  of  life  in  vivid  colors  before  the  mind's 
eye,  enrich  our  experience  and  incite  to  noble  deeds. 

They  exercise  the  imagination,  form  the  sympathies  of  the  child's 
heart,  and  awaken  latent  energies  of  the  soul.  By  means  of  stories 
the  child  learns  to  make  observations  of  people,  animals,  and  of  nat- 
ural, artificial,  and  artistic  objects. 

Unfortunately  little  children  do  not  have  enough  of  the  right  kind 
of  stories  told  them. 

There  is  no  more  powerful  means  at  the  disposition  of  the  intelligent 
educator  for  awakening  and  cultivating  a  taste,  an  appreciation  of  all 
that  is  noble,  true  and  beautiful. 

The  same  as  tne  flower  seeks  for  and  enjoys  the  sunshine  and  rain, 
so  does  the  child  yearn  for  stories.  If  you  tell  him,  you  cannot  think 
of  any,  then  he  will  beg  you  to  tell  him  an  old  one.  Froebel  says: 
"  A  good  story  affords  the  child  a  refreshing,  strengthening  bath,  it 
proves  a  gymnastic  exercise  for  his  mind  and  soul." 

The  educational  value  and  interesting  feature  of  the  story  makes 
demands  upon  all  the  reasoning  faculties  of  the  child,  for  he  learns  to 
compare  and  measure  his  own  life  with  that  of  others.  Not  only  does 
the  attraction  lay  in  the  vivid  coloring  of  the  stories,  but  the  life  that 
breathes  through  them  is  made  the  more  interesting,  the  further 
removed  it  is  from  the  life-experiences  of  the  child.  During  his  brief 
exigence,  he  has  noticed  many  things  which  seem  to  stand  in  relation 
to  cadi  (itln-r,  and  he  has  an  unconscious  longing  to  understand  some- 
thing of  the  physical  and  the  spiritual  thread  that  connects  all  things 
in  life.  Children  are  certainly  to  be  pitied  who  are  refused  when  they 
ask  for  a  >t<»ry  or  have  only  such  told  them  as  are  lacking  in  life  and 
power.  All  teachers  should  take  thi>  important  subject  into  consider- 
ation and  make  a  science  of  story-telling. 


54  NATIONAL   KINDERGARTEN   MANUAL. 

CLASSIFICATION  OF  STORIES. 

Stories  can  be  divided  into  two  principal  divisions  :  true  stories  and 
those  that  are  not  true.  The  first  may  be  drawn  from  the  child's  own 
life.  If  taken  from  the  lives  of  other  children,  the  feeling  common  to 
all  humanity  must  not  be  entirely  lost  sight  of,  no  matter  how  strange 
the  events  may  be. 

Adapt  your  stories  to  the  children's  ages:  the  younger  the  children, 
the  harder  it  is  to  tell  stories  that  will  command  their  attention  and 
interest. 

With  smallest  children  a  short  thread  and  very  little  circumstance 
dwelt  on,  and  described  minutely.  Strong  points  must  follow  each 
other  in  quick  succession.  The  child  may  desire  longer  stories,  but  is 
unable  to  follow  them.  If  you  can  draw,  and  have  no  other  means  for 
illustration,  a  great  deal  of  interest  may  be  added  by  thus  illustrating 
the  stories. 

In  the  kindergarten  select  such  stories  as  can  be  carried  out  af- 
terwards in  their  own  actions,  as  with  their  building  and  their 
plays. 

Give  opportunity  even  to  the  youngest  to  repeat  some  of  the  story, 
even  if  he  only  gives  one  sentence.  Don't  correct  the  child,  but  help 
him  to  find  the  thread.  Tell  your  story  not  only  with  verbal  language, 
but  with  expressions  of  face  and  hands,  not  strong  enough,  however, 
to  divert  the  child's  attention  from  the  story. 

Use  no  slang  nor  high-sounding  expressions ;  do  not  speak  of  things 
in  general,  but  identify,  be  explicit,  give  a  name  to  the  persons  in  your 
story  (I  generally  use  the  names  of  the  youngest  children  present), 
give  a  location  to  the  places  and  to  the  events  that  transpire;  make 
your  sentences  short. 

Use  the  tone  of  voice  most  likely  used  when  certain  people  talk  in 
the  story ;  use  dialogue  and  do  not  speak  in  the  past  tense. 

Speak  plainly  and  natural,  neither  too  soft  nor  too  loud,  too  slow  or 
too  fast.  Do  not  interrupt  your  story  by  asking  questions  of  the  chil- 
dren: the  disclipine  of  attention  will  thereby  be  lost;  questions  may 
be  asked  before  and  after. 

A  simple  and  natural  explanation  can  be  made  to  substitute  part  of 
the  dialogue  of  the  story. 

Introduce  rhymes  all  you  can  :  this  increases,  in  a  great  measure, 
the  enjoyment  of  the  children. 

If  a  story  is  to  be  continued,  it  is  well  to  have  a  heading  to  the 
chapters.  When  the  story  is  repeated,  do  i  ot  change  anything,  it 


TIM:    AKT    OF    TKLLlNc;    STnRIKS  55 

detracts  from  the  interest  and  causes  the  child  to  interrupt.     Words 
may  be  changed,  but  not  events. 

Tell  mostly  about  good  actions  done,  never  of  faults  or  wrongs 
which  may  never  yet  have  come  under  the  observation  of  the  child. 
All  murder,  robber,  or  ghost  stories  must  be  strictly  avoided,  and  never 
tell  such  stories  as  will  inculcate  fear  in  the  child. 

Moral  stories  may  be  preceded  and  followed  with  the  recitations  of 
the  verse  for  the  week,  such  as :  "  Honor  thy  Father  and  thy  Mother ; " 
••lie  who  digs  a  pit  for  others  shall  fall  into  it  himself;  "  "Praise  the 
Lord,  O  my  soul !  and  forget  not  all  his  benefits; "  "If  you  are  angry, 
count  ten  before  you  speak;  if  you  are  very  angry  count  a  hundred;" 
"  The  Lord  loves  a  cheerful  giver;"  "Never  spend  yo^r  money  before 
you  earn  it;"  "Blessed  are  the  peace-makers  for  they  shall  be  called 
tin  children  of  God;"  "A  good  name  is  rather  to  be  chosen  than  great 
rh-he.s,  and  loving  favor  rather  than  silver  or  gold;"  -'Honesty  is  the 
best  policy:"  "A  soft  answer  turneth  away  wrath;"  "Never  trouble 
another  for  what  you  can  do  yourself; "  "  Do  not  put  off  for  to-morrow 
what  you  can  do  to-day; "  "Judge  not,  that  you  be  not  judged; "  "  All 
things  work  together  for  good  to  them  that  love  the  Lord." 

Many  Bible-stories  are  suitable ;  do  not  tell  them  in  a  ceremonious, 
sanctified  manner.  Have  a  regular  time  for  them,  have  them  go  with 
the  Bible-verses  and  moral  precepts. 

A  careful  selection  of  Bible-stories  should  be  made  :  not  the  quantity 
but  the  quality  is  of  the  utmost  importance.  With  Froebel,  we  think 
the  child,  as  a  member  of  the  human  family,  shall  be  made  to  under- 
stand at  least- the  meaning  of  the  various  Christian  holidays,  so  as  to 
their  conduct  in  unison  with  our  own  on  such  occasions.  Simple 
historical  stories  should  be  told  on  those  days. 

•s  advisable?  By  all  means.  Some  object  to  them  on 
the  ground  that  they  are  not  true,  but  do  not  children  talk  to  their 
dolls  and  other  toys  the  same  as  if  they  were  real,  perhaps  more.  The 
love  for  the  wonderful  in  a  greater  or  lesser  degree  is  inborn  in  every 
child,  and  the  cultivation  of  the  imagination  and  poetry  of  the  soul 
i  as  any  other  soul-faculty;  and  those  unsympathetic, 
and  thoroughly  utilitarian  persons  \\e  meet  with  in  life,  are  to  be 
pitied  for  their  starved  childhood,  which  resulted  in  narrow,  onesided 
vie\\s  of  life.  Of  course,  certain  limits  mu-t  be  observed;  there  must 
not  be  too  many  of  them. 

The  right  kind  of  fables  are  very  desirous,  such  as  exemplify  grati- 
tude, as  for  instance  the  fable  of  "The  lion  and  the  mouse,"  or  "the 


56  NATIONAL   KINDERGARTEN   MANUAL. 

two  stories  of  the  pine-trees"  the  one  where  it  was  discontented  with 
its  needles,  the  other  of  the  pine-tree  which  complained  that  it  had 
no  opportunity  to  do  good. 

The  story  of  Buzzie,  giving  valuable  information  about  bee-life,  and 
of  Miss  Swallow  Tail,  doing  the  same  in  regard  to  the  transformation 
of  the  caterpillar,  the  story  of  the  Lark,  showing  that  the  most  reliable 
help  is  self-help,  etc. 

Legends  are  also  valuable,  for  they  form  a  bridge  which  gradually 
leads  the  child  to  the  real  enjoyment  in  history  and  puts  him  in  sym- 
pathy with  what  is  going  on  in  the  world. 


STORIES. 


ROSE  AND  HER     FLOWERS. 
THE    LITTLE    FLOWEKS    WHO    HAD  THEIR    OWN    WAY. 


was  going  to  a  party,  and  went  into  her  garden  to 
pick  some  flowers  to  wear  in  her  hair. 

Summer  was  gone,  but  there  were  still  many  fine  flowers 
left.  The  heliotrope,  which  is  so  very  sensitive,  had  been 
touched  by  the  breath  of  Jack  Frost  one  night,  and  its 
sweet  purple  flowers  were  drooping.  But  there  were  pinks, 
roses,  geraniums  and  some  others.  When  Rose  stooped 
down,  she  seemed  to  hear  them  say:  "Do  not  break  us  off, 
we  want  to  stay  a  little  longer  in  the  garden."  Rose  had 
sin  -ii  a  tender  heart,  she  never  could  refuse  any  one,  so  she 
said:  ••  \Vell,  you  may  have  your  own  way.  I  will  go  to 
(tore  and  buy  some  artificial  flowers  for  this  evening." 

The  moon  shone  very  brightly  that  night,  arid  looking 
down  into  the  garden,  she  saw  .lack  Frost  going  round 
among  Hose's  flower-beds,  and  stopping  at  every  flower,  he 
touched  them  witli  his  cold  linger  and  said:  "Go  to  sleep 
till  winter  is  gone.  You  need  not  complain,  you  shall 
bloom  again."  They  all  said:  "Yes,"  and  drooped  their 
little  heads. 

When  Kuse  came  into  the  garden  in  the  morning,  she  saw 
what  had  happened.  "Oh!"  she  said,  "You  did  not  know 
what  was  best  for  you.  If  I  had  had  my  wav.  you  would 
still  be  living  in  some  of  my  pretty  vases  in  the  parlor  and 

(57) 


58  NATIONAL   KINDERGARTEN   MANUAL. 

on  our  dining-room  table.  Never  mind,  all  things  must 
first  be  buried,  before  they  can  live  again.  Easter-tide 
will  call  you  and  waken  your  roots  to  new  life.  Good-bye 
till  next  spring." 


This  story  may  be  followed  by  the  play  of  "Gardener 
and  the  Flowers,"  in  National  Kindergarten  Songs  arid 
Plays. 


SNOWDROP. 

STORY    OF    A   RABBIT. 

ONCE  there  was  a  pretty  white  rabbit,  named  Mrs.  Snow- 
drop. She  belonged  to  a  little  girl  named  Gertrude,  who 
had  a  big  brother  Tom.  Mrs.  Snowdrop  lived  in  a 
wooden  box  with  slats  in  front. 

Once  Gertrude  went  to  feed  her  pet  and  saw  some  round 
soft  balls ;  they  were  little  baby-rabbits. 

But  Gertrude  didn't  touch  them,  because  she  knew 
Mamma  Rabbit  would  not  like  it. 

Baby-rabbits  have  no  fur,  just  as  baby-birds  have  no 
feathers.  Sometimes  Mamma  Rabbit  will  kill  her  young,  if 
you  look  at  or  touch  them  before  they  have  fur.  It  is  very 
dreadful,  but  they  do  not  know  any  better.  By  and  by 
she  saw  them  running  around.  How  many  were  there? 
(Teacher  holds  up  four  fingers);  the  children  say,  four.  One 
named  Jet,  another  Browny,  the  third  Spot,  the  fourth 
Lily. 

Little  rabbits  are  full  of  mischief.  Mamma  used  to  tell 
them  not  to  eat  too  much  cabbage.  You  must  eat  a  little 
bran  every  morning,  just  as  children  ought  to  eat  oatmeal 
every  morning.  Brownie  said  she  was  going  to  eat  all  the 


SNOWDROP.  59 

cabbage  she  wanted;  Tom  used  to  bring  to  them  fresh  spin- 
ach, lettuce  and  carrot-tops.  One  day  Jet  said  to  Spot,  "Are 
you  not  tired  of  staying  in  this  little  house?  look  at  the 
beautiful,  large  trees  and  the  dewy  green  grass."  But  Spot 
said,  "No,  tlie  dogs  might  eat  us  or  something  might 
happen  to  us.  —  We  are  tame  rabbits  and  mustn't  run 
wild." 

Jet  said  "  When  Gertrude  leaves  the  door  open,  I  am 
going  to  run  out,  are  you  coming,  Brownie?"  "Yes ! "  "And 
Spot?"  "Yes!"  So  one  day  when  Gertrude  was  feeding 
them  and  turned  away  to  get  some  carrot-tops,  three 
naughty  rabbits  got  out. 

Gertrude  felt  very  sorry  about  it. 

They  ran  away  over  the  hill  in  the  moonlight,  and  found 
lots  of  other  little  wild  rabbits;  but  the  wild  rabbits  were 
afraid  of  Jet,  Spot  and  Brownie,  and  ran  to  their  holes. 

Bye  and  bye  they  came  out  again  and  began  to  fight  the 
tame  rabbits.  Jet  and  Spot  cried  so  hard  they  could  not 
wipe  away  their  tears  with  their  big  ears.  But  after  awhile 
the  rabbits  all  became  acquainted,  then  they  played  to- 
gether and  had  a  grand  time.  Soon  they  heard  a  rustling 
in  the  leaves  and  such  a  smelling  around  that  the  wild 
Mamma  rabbits  told  their  little  ones  to  run  quick  to  their 
holes,  because  the  fox  was  coming.  So  away  they  scam- 
1  and  hid.  Spot  and  Jet  started  for  home,  but  lost 
their  way,  and  Tom's  dog  found  them  out,  and  Tom  put 
them  hack  into  the  box.  where  Lily  was  waiting  for  them. 

One  morning  Brownie  was  found  in  the  vegetable  gar- 
den, sick  IVoni  having  eaten  too  much  cabbage.  They 
carried  him  back  to  the  box  and  doctored  him:  but  all 
they  could  do  did  no  good,  and  pour  Brownie  died  after 
two  da\  .-. 

Play  -Master  Hare"  (page  30  "Cheerful  Echoes"). 


60  NATIONAL   KINDERGARTEN    MANUAL. 

LOUIS   SEES  THE  NEW  YEAR  COME  IN. 
A  NEW-YEAR'S  STORY. 

Louis  asked  his  mamma  if  he  might  sit  up  to  see  the 
New  Year  come  in. 

"  Yes,"  she  said,  "  you  ma}-,  but  I  am  tired,  and  shall 
go  to  bed.  I  shall  leave  my  door  open,  so  as  to  be  able  to 
hear  you,  should  you  call  me." 

It  was  after  ten  o'clock,  and  Louis  sat  down  on  the  soft 
rug  in  front  of  the  open  fire-place,  after  mamma  had  said 
good  night.  For  some  time  he  watched  the  crackling 
wood  blaze,  then  he  took  his  mamma's  foot-rest  to  lean  his 
head  upon.  His  eyes  began  to  blink,  and  his  eyelids  kept 
creeping  downwards,  but  many  times  he  would  open  them 
very  wide  and  look  all  around.  Pretty  soon  he  heard  a 
soft  knock,  the  door  opened  gently,  and  an  old  man  came 
slowly  towards  him. 

"  Did  you  look  for  something?"  inquired  Louis,  who  had 
risen  from  the  rug. 

"Yes,"  said  the  old  man,  "I  want  you  to  give  me  that 
package  over  in  that  corner,  tied  with  a  black  ribbon." 

Louis  looked  where  the  old  man  pointed,  and  was  as- 
tonished to  find  a  small  package. 

"What  is  it?"  he  asked. 

"Oh,  this  bundle  holds  an  account  of  all  your  bad 
actions  the  past  year.  Whenever  you  did  not  mind,  or 
when  you  were  angry  because  you  could  not  have  your 
own  way." 

"  Please  do  not  keep  this  bundle,  let  me  burn  it,"  said 
Louis. 

"  Can  you  burn  your  mother's  kiss  or  your  father's  kind 
words,  when  he  praises  you  ?  No,  those  bad  feelings  can- 
not be  destroyed,  but  they  may  not  weigh  as  heavy  as 


LOUIS    SEES    THE    NEW    YEAR    CO. ME    IN.  (51 

your  good  actions.  Go,  bring  me  that  package  over 
there." 

Louis  brought  it,  and  saw  that  it  was  tied  with  a  lovely 
white  ribbon,  upon  which  were  painted,  alternately,  pink 
rosebuds  and  birds'  feathers. 

"  What  is  in  this  bundle?"  he  inquired. 

"Kveiy  time  you  minded  cheerfully,  and  tried  to  save 
your  dear  mother  trouble,  it  was  written  down,"  replied 
the  old  man,  weighing  it  in  his  right  hand  against  the 
other  package  in  his  left.  "You  see  the  good  deeds  are 
the  heaviest."  He  then  put  the  bundle  with  the  black 
ribbon  into  the  bag  on  his  back,  and  the  other  one  into  a 
basket  on  his  arm. 

44  There  is  another  little  package,"  the  old  man  said, 
pointing  to  another  corner.  Yes,  there  was  one  tied  with 
black  ribbon.  "  This  has  in  it  every  time  you  told 
tilings  to  excuse  yourself  that  were  not  quite  true,  and 
when  you  were  unkind  to  others." 

Slowly  and  sadly  Louis  handed  it  to  the  old  man. 

k*  Do  not  feel  so  badly,"  said  he,  "There  is  a  nice  large 
package  over  there  ;  see  how  many  times  you  have  been  a 
kind,  generous  bny.  and  how  many  times  you  were  brave 
and  told  the  truth." 

The  last  bundle,  tied  with  white  ribbon,  was  double  the 
size  of  the  other.  Just  after  the  bundles  were  stowed 
away,  the  door  burst  open. 

••  Happv  New-Year!"  cried  a  joyous  voice,  and  in  came 
a  lovely  young  man  with  a  shining  face  and  long  golden 
hair.  The  old  man  crept  out. 

"Mamma,  mamma  !  M  cried  Louis. 

••  What  is  the  matter,"  said  mamma,  kissing  him. 

"  I  saw  the  New  Year,"  lie  replied,  looking  all  around. 
"Oh,  where  did  he  go?" 

••  You  did?"  mamma  said,  patting  him  on  the  cheek. 
"Tell  me  all  about  it." 


62  NATIONAL   KINDERGARTEN   MANUAL. 

Louis  told  her  all  he  had  seen. 

"  What  a  beautiful  dream,"  she  said,  ulet  us  take  warning, 
and  see  that  our  good  bundles  far  outweigh  the  bad  ones." 


The  children  love  this  story,  and  in  connection  with  it 
learn  the  verse :  — 

"The  eyes  of  the  Lord  are  in  every  place,  and  he  sees  the 
evil  and  the  good." 


THE    WISE    LITTLE    FINGER. 

ONE  day  the  fingers  were  all  quarreling,  and  each  one 
said  he  was  of  more  consequence  than  his  brother. 

"Hold  on,  I  am  the  strongest,"  said  the  stout  little 
thumb,  "you  cannot  do  anything  without  me;  I  can  do 
more  work  than  four  of  you  put  together,  so  you  ought  to 
let  me  be  your  captain." 

"  That  may  be,"  said  the  fore-finger,  "  but  who  is  it  that 
points  out  everything  worth  seeing?  I  can  tell  fine  things 
from  coarse  ones,  and  am  never  satisfied  unless  I  am  busy.'* 

"What  manners  !"  cried  out  the  middle  finger;  "I  am 
the  tallest  and  the  smartest,  I  think." 

Gold-finger  now  spoke  up  and  said,  "  There  must  be 
some  good  reason  why  I  am  always  dressed  in  gold  and 
precious  stones,  and  I  imagine  I  must  be  of  more  import- 
ance than  the  rest  of  you." 

The  little  finger  kept  quiet,  and  took  no  part  in  this 
quarrel. 

"  Why  don't  you  speak,"  the  others  said  to  him,  "  aren't 
you  of  any  use  in  the  world?"  He  then  replied, — 

"I  did  not  make  myself.  The  good  Lord  has  made  me 
for  some  use,  the  same  as  He  has  made  you.  There  is 
nothing  made  in  this  world  that  is  not  of  some  use.  If 


MISS    SWALLOWTAIL.  63 

every  one  does  the  best  he  can  in  the  place  that  is  given 
him  to  fill,  it  is  all  that  is  expected  of  him/' 

The  others  listened  to  what  he  said,  and  after  thinking 
about  it,  they  said  that  though  he  was  the  smallest  he  was 
of  as  much  importance  as  any  of  them. 


MISS  SWALLOWTAIL. 

W.  II.  S. 

ONE  bright  spring-morning  a  little  butterfly  woke  from  a 
long  winter's  nap  and  found  herself  shut  up  in  such  a  wee 
bit  df  a  cradle,  that  she  could  not  stretch  out  her  legs  nor 
open  her  wings  that  were  folded  closely  about  her.  She 
could  not  even  lift  her  head  to  look  at  the  sunshine  and 
the  ilowers. 

She  wriggled  and  turned  and  she  bumped  her  poor  little 
head  up  and  down,,  until  she  succeeded  in  pushing  off  a 
little  door,  that  left  a  three-cornered  opening  extending 
from  above  her  head  to  a  point  below  her  heart;  and  then 
she  crawled  out  on  the  fence  to  which  the  cradle  was  fas- 
tened. Hut  her  wings  were  damp  and  heavy,  and  she  stood 
shivering  and  trembling;  although  she  had  six  legs,  she  felt 
as  ii  she  could  not  stand,  having  never  before  carried  her 
weight.  Hut  fresh  air,  even  if  it  is  cold,  brings  strength. 
So  sin?  soon  felt  like  trying  to  walk.  At  first  it  was  slow- 
work,  but  she  finally  reached  a  sunny  spot,  where  she  dried 
and  wanned  herself,  giving  her  wings  a  little  shake  now 
and  then  until  they  opened  grandly  above  her  back.  And 
how  beautiful  they  were.  Dark  brown  bordered  with  two 
rows  df  yellow  spots;  and  there  were  seven  blue  spots  on 
each  of  the  hind  wings.  Her  name  was  Papilio  Asterias, 
but  she  was  generally  known  as  Miss  Swallowtail,  because 
each  of  her  hind  wings  ended  in  a  long  point,  something 


64  NATIONAL    KINDERGARTEN   MANUAL. 

like  the  tail  of  a  swallow.  As  she  stood  there  in  the  sun  a 
little  wind  came  along  and  raised  her  off  her  feet.  She 
spread  her  wings  to  keep  from  falling  and  floated  in  the  air. 

It  proved  such  a  delightful  way  of  moving,  that  she  lift- 
ed her  wings  occasionally  and  so  kept  herself  floating, 
and  in  a  short  time  she  learned  to  turn  in  any  direction 
she  chose.  As  she  flew  along,  growing  stronger  every 
minute,  she  was  attracted  by  the  bright  colors  of  a  flower 
and  stopped  to  admire  it. 

Its  sweet  perfume  tempted  her  to  taste,  and  unrolling 
her  long  tongue  from  under  her  chin,  where  she  carried  it, 
she  put  it  down  into  the  flower  and  drew  up  the  honey 
hidden  there.  Then  flying  to  another  flower  she  came 
across  a  butterfly  almost  like  herself.  "Good  morning," 
said  Mr.  Swallowtail,  for  that  was  his  name,  "is  this  your 
first  morning  among  the  flowers?"  Miss  Swallowtail  nodded 
a  yes,  as  she  balanced  herself  on  the  edge  of  a  pink  verbena ; 
then  spying  a  honeysuckle  creeping  up  a  tree,  she  flew  to 
it  to  taste  the  sweets  she  felt  sure  of  finding  there.  But 
alas,  for  Miss  Swallowtail.  Sir  Robin  Redbreast  stood  on 
the  limb  of  a  tree  singing  to  Lady  Robin,  as  she  sat  on  her 
nest  of  eggs.  He  had  taken  rather  a  scanty  breakfast  that 
morning,  for  he  had  given  all  the  fattest  bugs  and  worms 
to  his  lady.  Now,  thought  he,  that  butterfly  will  make  me 
a  nice  morsel!  and  he  darted  towards  her.  Now  butterflies 
have  wonderful  eyes;  if  you  will  look  at  them  through  a 
microscope  you  will  find  that  each  of  their  eyes  contains  a 
great  many  smaller  ones  that  can  see  in  all  directions.  So 
they  are  able  to  discover  the  approach  of  any  enemy  in 
their  rear.  They  have  a  great  need  of  them,  because  there 
are  so  many  hungry  birds  and  other  creatures  that  want  to 
eat  them.  So  when  Robin  came  flying  down  behind  Miss 
Swallowtail,  and  was  just  going  to  pick  her  up  in  his  bill, 
away  she  went  over  the  fence  into  the  next  yard. 


MISS    SWALLOWTAIL.  65 

Uobin  quickly  followed,  for  he  was  not  going  to  lose 
such  a  tempting  piece  of  meat.  But  she  was  such  an  airy 
little  body,  hardly  heavier  than  a  feather,  that  she  could 
llv  nnieh  faster  than  Robin,  who  was  a  great  fat  fellow. 
Manv  a  time  when  he  had  almost  caught  her,  she  turned 
iirst  to  one  side,  then  to  the  other  so  suddenly,  it  made  him 
fairlv  dizzy  to  follow.  Frightened  and  tired,  she  finally  lit 
on  a  tree,  and  closing  her  wings  up  over  her  back  to  hide 
tlioM-  bright  spots  and  only  showing  the  dull-colored  sides 
of  tin-in.  >he,  looked  so  much  like  the  bark  of  a  tree,  that 
Robin  lost  sight  of  her  and  turned  sadly  home.  Miss 
Swallowtail  spent  many  a  happy  day  after  that,  flitting 
from  flower  to  flower,  though  she  had  a  number  of  narrow 
escapes  from  time  to  time ;  and  one  day  a  kitten  struck  her 
to  the  ground  with  its  paw,  nearly  breaking  her  wing. 

She  made  her  escape  however,  and  lived  to  become  Mrs. 
Swallowtail;  but  she  was  just  as  tiny  a  body  the  day  she 
married  as  on  the  day  she  was  born,  for  butterflies 
never  grow  any.  She  had  a  large  family  of  children  before 
tin-  summer  was  gone.  But  what  is  very  strange,  she  never 
saw  her  own  children,  or  if  she  did  see  them,  she  never 
took  notice  of  them,  nor  they  of  her. 

They  oamti  out  of  the  tiniest  of  eggs;  but  she  did  not  do 
as  the  1  »ii dies  do,  sit  on  the  eggs  until  they  were  hatched, 
and  then  feed  and  care  for  the  birdies  until  they  were  old 
enough  to  care  for  themselves.  Not  she!  Butterflies  are 
not  going  to  burden  themselves  in  that  way. 

One  day  a  whiff  of  celery  from  a  garden  near  by  re- 
mindfd  her  of  the  time  when  she  was  a  baby  and  liked  to  eat 
celery.  So  she  flew  over  into  the  garden  and  fastened  her 
eggs  to  a  celery-plant  with  some  glue  that  she  carried  with 
her.  Then  she  left  them  and  never  thought  of  them  again. 

In  about  ten  days  the  babies  that  had  been  growing 
inside  of  the  eggs  broke  open  the  shells  and  crawled  out. 


66  NATIONAL   KINDERGARTEN   MANUAL. 

And  what  do  you  think  they  were?  Butterflies  like  their 
papa  and  mamma,  only  very  much  smaller?  No  indeed!  for 
you  know  butterflies  never  grow  any  larger.  They  were 
the  smallest  green  and  black  worms  you  ever  saw.  As 
soon  as  they  were  out  of  the  shells  they  began  to  eat  the 
celery,  and  grew  so  fast  that  in  a  week  they  were  quite 
large  worms. 

They  were  covered  with  yellow  stripes  and  black  bands 
dotted  with  yellow.  They  each  had  sixteen  short  legs, 
and  they  had  a  flesh-colored  kind  of  a  horn  hidden  away 
under  a  fold  above  the  head,  that  they  would  show,  when 
they  were  disturbed.  The  horns  gave  out  such  a  dis- 
agreeable odor,  I  should  not  think  any  bird  would  eat  the 
worms;  but  birds  eat  dreadful  things. 

One  morning  the  gardener  discovered  that  something 
was  eating  his  celery.  He  could  not  allow  that;  so, 
searching  among  the  leaves,  he  found  all  but  one  of 
Mrs.  Swallowtail's  babies,  and  put  them  where  they  could 
do  no  more  mischief. 

One  day  the  little  worm  that  had  escaped  the  gardener's 
notice,  had  grown  so  fat,  he  was  too  stupid  to  eat  any  more, 
so  he  crawled  away  to  a  dark  place  on  the  fence,  with  a 
white  silken  carpet,  that  he  wove  from  a  web  which  he 
drew  from  his  underlip.  Then  he  fastened  the  end  of  his 
tail  to  the  carpet.  He  then  glued  the  end  of  the  web 
higher  up  on  the  carpet,  carried  the  rest  of  it  up  over  his 
breast  and  down  on  the  other  side  and  fastened  there.  He 
passed  his  mouth  several  times  over  it,  making  it  stronger 
by  adding  more  silk  and  some  glue. 

He  then  bent  his  head  down  under  it,  letting  it  pass  over 
his  head,  and  by  bending  forward  and  backward,  worked 
it  down  near  the  middle  of  his  back.  After  examining  his 
work  all  over,  he  bent  his  head  forward  upon  his  breast 
and  leaned  against  the  fence.  After  resting  two  days,  he 
began  a  series  of  twistings  and  turnings  that  burst  open 


67 

his  skin  from  the  corners  of  his  mouth  down  a  short  way, 
and  worked  it  off  himself,  down  to  his  tail. 

lie  drew  liis  head  in  out  of  sight  and  sent  out  a  horn 
each  side  of  it,  and  lo!  no  worm  was  to  be  seen,  but  a 
yellowish  cradle  like  the  one  his  mother  was  sleeping  in 
when  we  first  found  her. 

He  had  made  his  own  cradle  too,  or  it  had  been  growing 
under  his  pretty  skin,  lie  is  inside  of  it  though,  and  now 
lie  is  called  a  chrysalis.  While  he  is  sleeping  there  he  will 
change  into  a  beautiful  butterfly,  just  like  his  Mamma 
and  Papa  Swallowtail. 

The  butterfly  is  made  by  folding  the  paper 
from  edge  to  edge  and  corner  to  corner,  the 
regular  fundamental  folds.  Lay  the  corners 

upon  each  other,  so  as  to  hide  the  horizontal 
fold.     We   then   fold   two    of  the   right   and 
left  slanting  edges  to  the  centre.     It  is  folded 
in   the   middle,  and  our  butterfly  has  its  wings        . 
folded,  so  as  to  show  the  plain  underside.     When       Jl'^V 
we  hold  it  by  the  projecting  small  triangle,  it  flut- 
ters.    The  children  can  march  out,  and  on  tiptoe  run  sing- 
ing a  butterfly  song.     We  sometimes  take  strips  or  small 
disks  of  colored  paper  to  paste  on  the  butterfly  to  give  it 
a  still  more  natural  appearance. 


SQUIRREL. 

Whisky  friskey  hippety  hop! 
l*i i  he  goes  to  the  tree-top. 
Furly,  curly  round  and  round, 
Down  it  tumbles  to  the  ground. 
Furly  curly,  \\h;it  a  tail! 
Tall  a-  a  fi-atht-r,  broad  as  a  saill 

Where  is  his  supper? 

In  the  shell! 

Snappy,  cracky,  out  it  fell. 


68  NATIONAL   KINDE11GAKTEN   MANUAL. 


CHARLIE'S  GARDEN. 

CHARLIE'S  father  Lad  a  very  fine  garden,  and  Patrick, 
who  was  a  skilful  gardener,  took  care  of  it.  Every  morn- 
ing he  watered  the  plants  and  loosened  the  earth  about 
their  roots.  One  day,  as  Charlie  stood  watching  Patrick, 
he  thought  how  nice  it  would  be  if  he  could  have  a  little 
garden  of  his  own.  When  his  father  came  home  to  din- 
ner Charlie  asked  him  if  he  might  have  a  garden. 

"Yes,"  said  his  father,  "if  you  will  take  care  of  it  your- 
self;  Patrick  cannot  help  you  at  all,  but  I  will  give  you  a 
nice  little  set  of  garden  tools." 

"Oh,  thank  you,"  said  Charlie  "that  will  be  lovely." 

For  a  week  or  so  he  took  great  pains  with  his  garden, 
watered  the  flowers  every  morning  before  school,  and 
pulled  up  the  weeds.  But  one  morning  he  felt  in  a  great 
hurry  to  get  to  school,  because  Willie,  who  was  one  of 
Charlie's  schoolmates,  was  going  to  bring  a  new  top  to 
school,  so  off  he  ran  without  weeding  his  garden.  The 
next  morning  he  said  to  himself,  "  to-morrow  I  will  give 
my  garden  a  good  weeding." 

To-morrow  came  and  the  garden  was  forgotten  ;  several 
days  passed  and  Saturday  came;  then  Charlie  suddenly 
thought  of  his  flowers  and  onion  bed.  The  weeds  had 
grown  so  thick  and  large  that  Charlie  saw  that  he  would 
have  to  work  a  long  time  to  pull  them  all  up. 

"  I  wish  I  never  had  to  work ;  I  wish  Patrick  could  help 
me ;  but  papa  said  that  I  must  do  it  myself,  so  I  might  as 
well  begin,  but  I  wish  I  had  not  asked  for  a  garden,  it  is 
so  much  work." 

He  worked  away  and  finally  almost  all  the  weeds  were 
pulled  up ;  only  a  few  were  left.  One  was  so  large  that 
Charlie  had  to  take  both  hands  to  it  and  plant  his  feet 


's    (iAUDKN.  69 


firmly  on  the  ground,  pulling  with  all  his  strength.  It 
came  up  with  such  a  jerk  that  he  tumbled  right  over  back- 
wards. The  root  left  a  great  hole  in  the  ground.  Charlie 
felt  quite  stunned  by  his  fall.  He  sat  looking  at  the  hole 
and  thought  he  saw  something  coming  out  of  it.  He 
rubbed  his  eyes  and  looked  again.  Yes,  sure  enough, 
there  stood  a  little  lady;  she  was  all  bent  over  and  had  a 
hooked  nose  and  a  peaked  chin;  she  beckoned  to  Charlie 
with  her  finger  and  said,  — 

"Come,  come  with  me." 

Down  the  hole  she  went,  and  down  with  her  went 
Charlie.  It  was  so  dark  that  Charlie  could  not  see  the 
way.  He  held  fast  to  the  old  lady's  hand,  and  soon  they 
came  out  to  a  beautiful  garden.  Roses  and  violets  were 
blooming  everywhere,  and  all  around  was  one  large  tract 
covered  with  white  sand  all  ready  to  play  with. 

"  Here,"  said  the  old  lady,  "is  a  nice  garden  for  you  to 
play  in,  and  you  will  not  have  any  work  at  all  to  do." 

After  thanking  the  old  lady,  Charlie  began  to  dig  in  the 
sand.  He  made  all  sorts  of  wells,  cakes  and  pies,  and  at 
!;IM  he  made  some  little  hills  around  a  little  garden.  I 
must  pick  one  of  these  violets  and  lilies  for  my  mother, 
he  thought :  so  off  he  ran  to  pick  them,  and  stooped  down 
to  smell  them;  but  what  do  you  think  ?  they  were  only 
paper  ilowers.  ami  they  had  no  smell  at  all! 

••Dear  me,"  said  Charlie  to  himself,  "this  is  very 
strange,  — violets  and  roses  made  of  paper  with  no  scent  to 
them:  and  I  am  beginning  to  be  hungry,  too.  I  wish  I 
had  some  bread  and  butter." 

Just  then  he  saw  the  old  lady;  so  he  ran  up  to  her,  and 
asked  h»-r  if  he  could  have  a  slice  of  bread  ami  butter. 

"What!"  exclaimed  the  old  lady,  — "bread'/  and  who 
<h>  you  think  would  make  bread  for  us'/  This  is  the  land 

-'"*V 


70  NATIONAL    KINDERGARTEN   MANUAL. 

of  Idleness.  We  do  not  do  any  work  here.  Who  do  you 
think  would  plough  the  ground,  plant  the  wheat,  thresh  it, 
grind  it  and  make  it  into  nice  flour  for  us?  And  butter 
too?  Goodness,  child,  do  you  know  how  much  work  it 
takes  to  make  butter?  There  is  no  one  here  to  take  the 
cows  out  to  pasture,  nor  is  there  any  one  to  milk  them, 
care  for  the  milk  and  do  the  churning.  Who  wants  to  sit 
by  a  churn  and  work,  work  till  the  butter  comes?  then 
where  in  the  world  would  we  get  salt  to  put  in  the  butter 
after  we  had  pressed  all  the  buttermilk  out  of  it?  Do  you 
think  it  is  play  to  dig  in  the  mountains  for  salt?  No,  no, 
here  we  do  not  have  bread  and  butter.  If  we  do  not  work 
you  know  we  ought  not  to  have  anything  to  eat;  only 
tramps  expect  to  eat  without  working." 

"  Well,  if  I  can  not  have  anything  to  eat,  please  may  I 
lie  down,  I  am  so  tired. " 

"Tired!  now  I  know  you  are  a  tramp,  you  are  tired  and 
have  not  done  any  work.  Well,  if  you  must  lie  down  and 
rest,  you  will  have  to  take  the  sand  for  a  bed.  It  is  too 
hard  work  to  cut  down  trees  for  wood,  and  then  plane  the 
wood  and  make  it  into  nice  boards  for  beds  and  other  fur- 
niture." 

"This  is  not  such  a  nice  place  after  all,"  sighed  Charlie, 
and  the  tears  began  to  roll  down  his  cheeks. 

"  Charlie  !  Charlie  ! "  called  some  one.  —  "  Wake  up, 
wake  up !  "  said  his  father,  taking  hold  of  his  hand.  Charlie 
sat  up  and  stared  about. 

"  Why,"  he  began,  "  where  are  the  roses  and  the  old 
lady?" 

"Come,"  said  his  father,  "you  have  been  dreaming- 
dinner  is  ready." 

"Well,  I  am  glad,"  said  Charlie,  "I  found  out  that  you 
are  right.  It  is  much  nicer  to  work;  and  I  am  not  going 
to  be  a  tramp  any  more,  as  the  old  lady  called  me.  " 


THK    DISCCXNTF.N  TKI>    IJ1M  >n]<  IJ-1T.  71 

"Why,  my  dear,  what  do  you  mean?"  said  his  father. 

So  Charlie  told  him  all  about  his  dream,  and  his  father 
laughed  at  the  funny  old  lady. 

"She  was  right,  Charlie,"  he  said;  "those  who  do  not 
work,  ought  not  to  have  nice  things  to  eat,  nor  to  have  real 
flowers." 

After  that  Charlie's  garden  was  well  taken  care  of,  and 
even  Patrick  said  that  his  roses  were  far  sweeter  than 
those  in  the  large  garden. 


THE  DISCONTENTED  BROOKLET. 

ONE  day  the  children  in  our  kindergarten  begged  me  to 
tell  them  a  story.  "  Well,  what  shall  it  be  about?  To-day  is 
the  day  when  we  talk  not  about  dolls,  or  houses,  or  parties, 
but  about  things  in  nature,  like  the  sun,  the  flowers,  the 
brooks  or  the  •mountains.  You  have  heard  the  story  of  the 
beautiful  crystal-palace  made  of  salt  under  the  ground,  of 
Joseph's  well,  of  lame  little  Charlie,  who  dreamed  of  being 
taken  in  a  boat  to  Dreamland,  where  lie  was  perfectly 
strong  and  well.  Would  you  like  to  hear  what  a  little 
tnld  me?  ami  then  we  can  play  the  boatman  rowing 
merrily  over  (he  waves;  or  sing*  "On  the  water,  on  the 
wai. 

"  N-  ;  >lease  tell  us  about  the  little  wave." 

Weil,  cue  summer-day  I  was  silting  in  the  shade  of  a  fine 
tree  at  Ocean  Grove  watching  the  little  waves  dancing  and 
splashing  against  the  shore,  glistening  like  burnished  gold 
in  the  sun.  I  heard  a  soft  murmur,  and  this  is  what  it 
told  me: 

*  (  heerf ul  Echoes. 


72  NATIONAL   KINDERGARTEN   MANUAL. 

My  home  is  in  a  beautiful  mountain  near  a  small  cottage 
in  which  lived  a  boy  with  his  father  and  mother.  I  was 
almost  covered  with  pretty  ferns  and  mosses,  for  I  was  so 
small  you  could  hardly  see  me,  except  when  the  sun  made 
me  shine  like  a  looking-glass.  I  had  a  merry  time  of  it, 
for  the  little  boy  would  often  throw  red  berries  and  pebbles 
to  me,  or  give  me  his  little  yellow  curls  to  play  with.  You 
might  think  such  a  little  streamlet  as  I  was  ought  to  be 
afraid  of  the  great  dark  mountains  over  my  head;  and  I 
sometimes  heard  people  say,  "  The  mountains  are  frown- 
ing ;"  but  they  were  always  kind  to  me,  and  grateful  for  the 
cooling  drink  I  gave  to  the  mosses  and  roots  of  trees  on 
the  mountain-side.  It  seems  as  if  I  might  have  continued 
happy  and  contented,  with  lovely  meadows  before  me,  and 
the  cowbells'  sweet  music  every  day  chiming  in  with  the 
cheery  song  of  many  birds.  But  you  have  heard  of  the 
little  children  wanting  to  see  places  and  things  that  grown 
people  visit ;  well,  as  I  grew  larger  I  wanted  to  get  away 
to  see  the  beautiful  ocean,  which  Tommy  was  always 
talking  about,  with  its  great  ships  and  graceful  little  row- 
boats.  During  the  day  the  sun  smiled  upon  me  so  sweetly 
I  would  forget  my  fretting,  but  at  night  I  would  blink  up 
to  the  stars  and  beg  them  to  tell  me  something  about  the 
ocean,  for  of  course  such  a  tiny  mountain-brook  could  know 
nothing  about  it.  One  day  the  wind  blew  very  hard  all 
around  me,  and  I  heard  it  saying  strange  things  about 
carrying  me  perhaps  faster  than  I  liked.  The  rain  began 
to  pour  down  from  dark  clouds,  that  seemed  very  near  me. 
The  earth  all  around  me,  which  formed  my  little  bed,  was 
loosened ;  it  broke  away,  and  down  I  tumbled,  rollicking, 
jumping,  dancing,  half  frightened,  half  crazy  with  pleasure 
to  get  away  from  my  pleasant  prison  bars.  Other  little 
mountain  streams  came  dancing  down.  I  joined  them, 


TilK    DISCONTKNTKD    UIM  ><  >K  LKT.  73 

larger  all  the  time,  with  a  dim  feeling  of  hope 
that  perhaps  I  was  mi  my  way  to  the  great  ocean.  "Yes," 
1  heard  them  whisper,  "we'll  soon  be  a  great  river,  and 
llo\\-  into  a  lake."  And  I  did  ;  it  was  a  lovely  lake,  and  I 
inly  had  many  happy  days. 

Yet  I  still  longed  to  be  part  of  the  great  ocean,  and 
often  at  night  I  would  whisper  to  the  little  gold-fishes  to 
plea>e  sh<  w  me  the  way  out.  "Then  follow  us,"  they 
said;  "  there  is  a  little  place  over  there, away  off  where  the 
willow-boughs  are  drooping  into  the  lake."  Then  I  grew 
very  wild ;  the  wind  blew  very  hard  for  four  days  after  I 
had  found  the  little  opening,  and  helped  me  in  my  raging, 
teai  ing,  and  roaring.  I  tore  up  the  earth,  making  my  bed 
larger  and  larger  after  leaving  the  lake;  I  wound  in  and 
out,  breaking  little  rustic  bridges  and  tearing  up  the 
flowers  by  the  roots,  and  even  many  trees,  frightening 
everybody  wherever  I  went.  At  last  I  reached  a  lovely 
valley.  The  clouds  all  broke  away  and  the  golden  sun 
danced  over  me,  and  away  off  I  saw  a  glorious  rainbow. 
But  sweetest  of  all,  I  heard  some  children  singing  a  sweet 
hymn  in  a  distant  chapel.  Then  I  began  to  feel  ashamed 
of  having  been  so  wild  and  furious.  I  thought  I  too  ought 
to  sing  praises  to  (iod  who  makes  the  world  so  beautiful, 
and  lias  a  g<><>d  use  for  everything  in  it.  I  certainly  felt 
sorry  for  having  been  so  impatient  and  restless,  and  I 
murmured  to  myself,  ul  will  work  away  a  ml  travel  pa- 
tiently from  day  to  day,  as  many  miles  as  (iod  thinks  best, 
before  I  reach  the  great  ocean." 

I  gre\v  very  gentle  and  patient,  some  people  and  children 
even  ealled  me  pretty  with  the  branches  of  trees  reflected 
in  me.  The  birds  sang  for  me,  the  stars  and  all  nature 
seemed  to  smile  and  m»d  to  me,  and  I  never  fretted  anv 


74  INTERNATIONAL    KINDERGARTEN    MANUAL. 

more  as  to  where  I  was  going  to,  but  cheerily  did  what  I 
had  to  do. 

One  day  the  grand  old  ocean  lay  before  me.  I  could  see 
it  below,  some  distance  away.  I  knew  I  should  be  there 
in  one  hour  more,  but  I  still  was  quiet  and  patient.  I  felt 
more  like  singing  than  dashing  away,  for  I  knew  it  was 
waiting  for  me  with  open  arms. 

And  now  you  see  me  a  little  wave  on  the  Ocean.  I  play 
against  the  rocks,  and  tell  my  story  to  any  one  who  wishes 
to  listen  to  it.  I  am  happy,  the  world  above  me  is  beauti- 
ful, and  what  a  strange  beautiful  world  below !  Whenever 
I  see  a  rainbow,  it  makes  me  think  of  the  one  I  saw  in  the 
valley  after  my  wild  race,  which  taught  me  to  be  patient 
and  thank  God  for  all  His  blessings. 


With  this  story  the  children  may  have  the  occupation 
of  interlacing  slats.  Two  of  them  form  the  brook  when 
only  one  space  (or  inch)  apart,  running  horizontal,  parallel 
to  each  other.  Two  spaces  apart  they  have  a  river ;  four 
spaces  apart  it  represents  the  stream ;  still  wider,  the  lake; 
and  the  whole  width  of  the  table  they  have  the  ocean. 
They  may  repeat  this  011  the  blackboard  or  the  slate.  Some 
of  the  children  will  be  sure  to  try  to  draw  fishes  in  the 
space.  The  boats  of  the  paper-folding  may  be  brought 
into  play  with  this  lesson. 


MARY'S    LITTLE    LAMB. 

MARY  lived  in  the  country.  One  day  in  June  she  asked 
her  mamma,  if  she  might  go  to  gather  some  wild  straw- 
berries in  the  woods  near  by. 


75 

'•  Yes,"  mamma  said,  "but  do  not  stay  long,  as  it  looks 
like  rain." 

Sure  enough,  just  as  Mary  hud  picked  her  basket  full, 
and  was  <>u  her  way  home,  she  heard  a  loud  thunderclap 
and  ]  >itter,  patter,  down  came  the  rain.  Mary  stepped 
under  a  tree  to  wait  until  the  rain  should  stop.  All  at 
once  she  heard  something  crying  "Bull,  bah,  bah  !"  She 
stooped  down  and  looked  among  the  bushes,  and  there  she 
found  a  very  small  lamb,  hardly  able  to  walk.  She  took 
it  into  her  arms,  covered  it  with  her  apron,  for  it  was 
shivering,  and  ran  home. 

"Oh,  mamma!"  she  exclaimed  when  she  reached  home, 
"just  see  the  cunning  little  lamb  I  found,  may  I  have  it 
for  my  own  .'  " 

"  Why  Mary,  this  lamb  and  its  mother  belong  to  some 
one.  If  you  had  lost  a  lamb,  you  would  not  want  any  one 
to  keep  it.  you  would  want  them  to  find  out  who  lost  it, 
and  bring  it  back  to  you." 

Mary  looked  sad. 

"I  will  tell  you  what  you  ought  to  do  with  this 
lamb/'  said  Thomas,  the  hired  man,  who  was  sawing  wood 
by  the  open  window  in  the  yard.  "Let -me  have  it;  I 
will  kill  it  for  your  Sunday  dinner,  and  you  give  me  one 
leg  of  it." 

••  No  indeed,"  cried  Mary,  "I  would  much  rather  give  it 
back  to  the  farmer  who  lost  it." 

As  soon  as  the  sun  shone  again,  Mary  took  the  lamb  in 
a  little  basket  up  the  hill  to  farmer  White,  to  inquire  if 
he  had  lost  a  lamb.  He  was  standing  by  his  door.  When 
lie  saw  Mary  coming,  he  cried:  -Who  is  this  little  girl 
coming  to  see  us,  and  what  has  she  got  for  me?" 

Mary  showed  him  the  lamb,  and  told  him  that  she 
thought  perhaps  he  had  lost  it. 


76  NATIONAL   KINDERGARTEN   MANUAL. 

"Come  .in,"  lie  said,  leading  her  kindly  by  the  hand, 
"You  are  widow  Green's  little  girl,  and  you  found  this 
little  thing  in  the  rain."  He  called  his  wife  in  and  said, 
"  Is'nt  she  a  nice  honest  little  lady,  trying  to  find  who  lost 
this  little  lamb,  when  she  wants  it  so  badly  herself?  But 
you  see,  if  I  give  it  to  you  now,  it  will  die.  It  needs  its 
mother  a  few  weeks  longer.  When  it  begins  to  eat  meal 
and  grass,  then  I  will  send  my  son  Robert  down  to  bring 
it  to  you." 

Mrs.  White  took  Mary's  basket  and  put  into  it  some 
fresh  eggs  and  butter  for  her  mamma,  and  covered  it  with 
some  grape-leaves. 

Mary  felt  very  happy  when  she  went  home.  After  two 
months  Robert  brought  her  the  lamb.  She  tied  a  blue 
ribbon  around  its  neck,  and  many  nice  plays  did  they  have 
together.  Everywhere  that  Mary  went  the  lamb  was  sure 
to  go.* 


THE    MONKEY    TRYING    TO    BE    A    MAN. 

ONE  day  the  animals  were  holding  a  council  together  in 
the  woods,  as  to  whom  they  would  choose  for  their  master. 

"We  don't  want  man  to  be  our  master  any  longer;  we 
would  rather  have  one  of  ourselves  to  rule  over  us." 

"  I  think  I  ought  to  be  your  master,"  said  the  monkey : 
"  I  have  hands,  and  can  walk  like  a  man,  and  you  will  find 
out  that  I  know  about  as  much." 

It  was  decided  that  he  should  go  and  watch  some  people, 
in  order  to  prepare  himself  for  this  high  place.  If  you  had 
seen  him  sitting  in  a  tree,  watching  Adam  and.  Eva  and 
their  children  with  a  serious  and  important  face,  you 
would  have  thought,  what  he  cannot  learn,  no  one  else  can. 

*  We  have  made  a  play  of  the  verses  in  our  kindergarten. 


mi-:  MMNKKY  TRYING  TO  r.i:  A  MAN.  77 

As  animals  also  need  a  shelter  in  bad  weatiier,  his  first 
dutv  was  to  learn  to  build.  lie  watched  carefully,  and 
sa\v  Adam  take  an  axe  and  cut  down  some  trees,  trim 
them  nicely  and  make  them  into  posts  and  beams  which 
he  fitted  into  a  comfortable  cottage. 

" 1  can  do  that  fast  enough,"  cried  the  monkey,  "  if  that 
is  all." 

As  soon  as  he  had  reached  his  friends,  he  cried,  "Now 
you  shall  see  what  a  great  builder  I  am." 

He  pulled  up  a  young  tree  by  the  roots,  and  struck  with 
it  to  the  right  and  left,  not  minding  where  he  struck,  so 
that  the  animals  had  a  great  time  to  dodge  him,  and  keep 
from  getting  hit.  The  trues  did  not  mind  his  blows,  but 
kept  quietly  standing,  and  the  animals  all  laughed.  The 
monkey  got  angry  and  made  awful  faces  at  them,  and 
said  to  himself,  "You  may  laugh  all  you  want  to;  I  am 
smarter  than  you  are,  and  after  I  am  made  ruler  over  you, 
I  will  make  you  pay  for  laughing  at  me." 

S<  ton  after  that  he  wanted  to  learn  how  to  plant  and 

reap.     He  saw  the  man  take  a  spade,  lean  upon  it  and  dig 

up  the  dirt;  then  later  he  saw  him  throw  seeds  upon  the 

ground,  from  which  corn  and  wheat  were  to  grow. 

••  That  is  easy  enough,"  laughed  the  monkey  to  himself; 
"Who  cannot  do  that?" 

Hi-  thought  it  would  be  very  smart  to  carry  off  the 
man's  spade  and  his  empty  l.a-,  and  so  he  rushed  with 
them  to  the  WOOds. 

•  (  me.  come,"  he  cried  from  a  long  way  off,  "now  you 
shall  sec  what  a  line  farmer  I  am." 

He  took  the  spade  upside  down,  and  leaned  his  hand 
heavily  on  the  sharp  edge  which  ought  to  have  been 
down,  and  1«>,  lie  cut  his  hand  so  that  he  made  the  blood 
run.  He  made  a  dreadful  grimace,  while  he  threw  the 


78  NATIONAL   KINDERGARTEN    MANUAL. 

spade  far  from  him.  Fortunately  the  dog  was  there,  and 
licked  his  wounds  so  as  to  ease  the  pain.  Then  the  mon- 
key said : 

"  What  is  the  use  of  digging  —  the  sowing  of  the  seed  is 
the  main  thing."  So  he  took  his  bag,  and  as  it  was  empty 
he  filled  it  with  sand  and  stones,  and  threw  them  vig- 
orously about  him,  not  without  hitting  some  of  the  animals 
on  their  heads  and  in  their  eyes.  After  they  had  wiped 
their  eyes  well,  they  saw  that  their  new  master  was  onl}T 
throwing  sand  into  their  eyes,  and  that  no  food  would 
ever  grow  from  that;  so  they  shook  their  heads  in  doubt 
and  turned  their  backs  on  him. 

In  the  third  week  the  monkey  thought  he  would  like  to 
learn  how  to  cook,  for  it  was  getting  cool  weather,  and 
the  animals  thought  warm  soup  would  taste  very  nice.  So 
the  monkey  watched  the  man  getting  dry  brush  and  sticks 
into  a  pile,  and  saw  the  woman  hang  a  kettle  over  it,  into 
which  meat,  water,  potatoes,  and  salt  had  been  put.  They 
brought  a  piece  of  burning  brush  out  of  the  hut,  with 
which  they  lighted  the  fire,  and  soon  the  soup  was  boiling. 

"  That  is  the  way,  ha,  ha !  "  laughed  the  monkey,  and 
jumping  down,  he  grabbed  a  piece  of  the  burning  brush 
and  sprang  towards  the  woods.  "Who  is  hungry?"  he 
cried.  "  To-day  you  shall  feast  and  lick  your  chops. 
Quick,  you  hounds ! "  he  cried.  "  Get  me  some  dry 
sticks." 

These  were  brought,  and  soon  a  bright  fire  was  burning. 
When  it  began  to  Hag  a  little  he  blew  into  it,  so  that  the 
sparks  flew  all  around  and  scorched  the  fur  of  some  of  the 
animals  near.  "  No  matter,  nothing  can  be  had  without 
some  trouble.  All  is  well  that  ends  well !  " 

Then  he  took  a  very  large  leaf  and  fastened  its  ends  to 
two  sticks  over  the  fire,  put  with  his  hollow  hand  some 


THK  MONKKY  TI:YIN<;  TO  r,i:  A    MAN.  79 

water  from  a  brooklet  near  by.  and  put  into  it  some  weeds. 
44  Just  you  wait."  lu:  cried  to  the  dogs  and  cats,  whose 
tongiu-s  were  all  ready  for  the  feast.  But  just  then  the 
leaf  shrivelled  up,  the  water  put  the  fire  out,  and  the  soup 
:one. 

The  animals  were  much  displeased,  especially  the  oxen, 
and  no  one  wanted  to  listen  to  him  any  longer. 

"Are  you  not  ashamed?"  the  monkey  screamed.  " Who 
wants  to  become  discouraged  so  easily?  If  we  do  not 
learn  it,  our  children  will,  especially  if  we  bring  them  up 
right.  Just  let  me  go  and  see  how  they  bring  up  their 
children." 

They  all  gave  their  consent,  and  soon  lie  was  watching 
near  the  hut  once  more.  He  noticed  that  sometimes  when 
the  smallest  cried,  the  mother  put  a  blanket  around  it,  put 
it  into  a  wicker  cradle,  and  pushed  it  with  her  hand  till  it 
went  to  sleep.  He  saw  her  kiss  the  older  children  some- 
times when  they  were  good,  and  sometimes  she  would  give 
them  a  whipping  when  they  did  not  mind  her. 

The  monkey  looked  on  with  extreme  satisfaction. 
l*Y<  -."  he  said  to  himself,  "in  training  children  no  one 
shall  excel  me.  1  understand  it  thoroughly,  but  nothing 
can  be  done  without  a  blanket."  He  saw  a  red  one  hang- 
ing (juite  near  upon  an  apple-tree.  He  tied  it  like  a  flag 
to  a  hnig  pole,  and  returned  with  flying  colors. 

-Just  bring  me  all  your  babies,"  he  cried,  "in  one  hour 
they  will  have  finished  their  education." 

They  all  brought  their  little  ones:  calves,  colts,  lambs, 
puppies,  kittens,  kids,  and  many  others.  But  the  noise 
they  made  was  not  so  cunning.  The  little  pigs  especially 
made  a  fearful  sqnealiiiLT. 

"I  will  BOOO  teach  you  to  be  still,  you  noisy  things,"  he 
cried.  He  caught  the  little  pigs  and  laid  them  in  the 


80  THE   NATIONAL   KINDERGARTEN   MANUAL. 

blanket,  then  tying  up  the  corners  firmly  as  if  it  were  a 
bundle  of  clothes,  he  hung  the  bundle  011  the  branch  of  a 
tree  and  pushed  it  vigorously,  in  imitation  of  a  mother 
rocking  a  cradle,  —  so  vigorously  that  it  fell  to  the  ground, 
where  the  little  pigs  lay  very  still  indeed. 

"You  see,"  he  cried,  "that  is  what  I  have  learned." 
But  now  you  shall  see  my  skill  with  your  older  children. 
He  made  the  young  creatures  all  form  a  circle  around 
him.  First  he  looked  at  each  one  very  seriously,  then 
went  and  kissed  each  one  with  his  thick  ugly  lips  and 
caressed  their  faces.  "Now,  see  the  masterpiece,"  he 
cried  as  he  stretched  out  his  long  arms  and  struck  each 
one  a  blow  which  made  them  set  up  a  screaming  while  the 
colts  bolted  away.  Meanwhile  the  mother  of  the  little 
pigs  had  been  looking  anxiously  at  her  babies,  and  found 
that  they  were  all  dead. 

All  the  animals  concluded  that  they  did  not  want  such 
a  silly,  vain  creature  for  their  master,  who  thought  that 
because  he  could  imitate  man,  and  had  some  resemblance 
to  him,  that  he  could  be  a  man. 

The  animals  made  up  their  minds  that  they  would  only 
be  ruled  by  one  who  was  much  superior  to  them  in  reason, 
and  fit  to  be  their  master.  But  the  monkey  still  hopes  to 
become  their  king  in  time,  so  he  keeps  imitating  man  all 
he  can  without  any  sense  or  reason,  while  he  really  is  less 
wise,  less  industrious,  and  less  provident  than  even  the 
little  bee  or  ant.  There  is  no  doubt  that  with  all  his  imi- 
tation he  will  always  remain  a  monkey. 


SPBINGETIME.  81 

THE    MISSION    OF    FLOWERS.   ' 

GOD  might  have  made  the  earth  bring  forth 

Enough  for  great  and  small, 
The  oak-tree  and  the  cedar-tree 

\Vithout  a  flower  at  all. 

Our  outward  life  requires  them  not, 

Then  wherefore  had  they  birth  ? 
To  minister  delight  to  man, 

To  beautifiy  the  earth. 

To  comfort  man,  and  whisper  hope 

Whene'er  his  faith  is  dim; 
For  whoso  careth  for  the  flowers, 

Will  much  more  care  for  Him. 


WILLIE'S    KITE. 

It  was  Willie's  seventh  birthday.  When  he  had  eaten 
his  breakfast,  Papa  asked  him  to  come  into  the  sitting- 
room.  There  he  saw  a  lovely  kite,  just  what  he  had  been 
wanting  for  such  a  long  time.  A  jolly  clown  was  painted 
on  the  canvas.  Willie  wanted  to  go  out  at  once  to  let  it 
11}-,  but  mamma  told  him  he  must  wait  till  after  school. 
Willie  told  all  his  schoolmates  to  come  and  see  him  fly  his 
new  kite  in  Mt.  Vernon  Square.  They  all  came  and 
\vatche(l  Willie  unrolling  the  ball  of  string.  There  was  a 
good  breeze,  and  the  kite  danced  up,  higher  and  higher. 
6  had  hard  work  to  keep  hold.  The  jolly  clown  was 
bound  to  get  away. 

"I  do  not  want  to  be  tied  to  any  string.  I  want  to 
guide  myself,"  that  is  what  he  seemed  to  say  as  he  tugged 
and  pulled  at  Willie's  string  as  hard  as  he  could. 

Just  then  a  strong  gust  of  wind  helped  him  to  give  a 


82  NATIONAL   KINDERGARTEN   MANUAL. 

hard  pull ;  and  it  got  away,  dancing  gaily  and  swiftly  out 
of  sight. 

Willie  ran  home  crying.  Mamma  comforted  him  and 
said  that  it  could  not  get  very  far,  as  the  wind  was  going 
down,  and  the  kite  would  have  a  fall.  So  Willie  with 
some  of  his  little  friends  went  out  to  see  if  they  might  find 
it.  They  met  some  of  the  other  boys,  who  told  them  that 
they  saw  it  come  down  on  a  telegraph  pole.  Sure  enough, 
they  soon  spied  it,  but  the  clown  was  jolly  no  longer. 
The  pole  had  gone  right  through  his  face,  and  now  he 
looked  like  an  old  rag.  A  kind  workman  climbed  up  and 
brought  the  kite  down.  Willie's  papa  had  a  nice  new 
canvas  put  on  the  frame  of  the  kite,  with  a  soldier-boy 
painted  on,  who  was  brave,  and  knew  it  was  best  for  him  to 
be  guided.  In  the  summer-time,  Willie  took  it  with  him  to 
the  country,  where  he  had  many  good  times  with  his  kite. 
This  story  may  be  told  when  the  children  have 
paper-folding  and  make  the  kite.  The  square  of 
paper  lies  cornerways  before  the  child,  after  the 
diagonal  fold  has  been  made  for  a  guide.  Now  /r\ 
the  right  and  left  edges  are  folded  to  meet  at  this 
central  fold ;  a  piece  of  worsted  is  sewed  through 
the  sharp  angle,  and  the  kite  is  completed. 
Older  children  call  this  a  trapezium. 


SRIN9TIME. 

WHEN  gentle  Spring  comes  smiling, 

Old  winter  flies  away; 

His  snowy-cloak  he  wraps  in  haste, 

He  dares  no  longer  stay ; 

Then  all  the  seeds  that  are  buried  deep 

In  their  dark  and  chilly  beds 

Wake  up,  wake  up,  from  their  winter's  sleep, 

And  lift  their  tiny  heads. 


STORY   OF    BUZZY.  83 

Come  up  to  the  warm,  bright  sunshine, 
Come  up  to  find  the  light ; 
Tis  dark  and  chilly  here  below, 
Come  up  to  the  world  so  bright  I 
Then  upwards  to  the  world  they  go,* 
A  long  and  weary  way, 
Until  at  the  end  of  their  journey  slow 
They  burst  into  the  day. 

Oh,  how  the  streams  are  singing  I 

Dancing  their  way  along! 

To  the  sky  above  are  winging 

The  birds  with  happy  song; 

The  leaves  are  rustling  in  the  trees, 

By  dancing  branches  whirled ; 

The  grass  is  waving  in  the  breeze  ;  — 

'Tis  Springtime's  happy  world. 


STORY    OF    BUZZY. 

W.  II.  S. 

[To  be  told  when  a  little  natural  history  lesson  is  to  be  given, 
a  bee's  cradle  or  hexagon  having  been  made,  with  any  one  of  the 
kindergarten  gifts  or  occupations.] 

<  )N<  i:  there  was  a  little  bee  named  Buzzie,  who  lived  in 

:  <lrn    full   of   beautiful   flowers.      His   mamma's  name 

M:-.    Qtteea,    ami    slic   had   more   children    than    sin* 

could    count.      liu/y.ie     bad     more     than    three    thousand 

brothers,  and   not   one  little  sister.     As  Mrs.  Queen  was 

the  only  lady  in  tin;  house,  and  many  of  her  children  were 

too   little  to  help  themselves,  she  used   to  call  on  Buzzie's 

elder  brothers  to   help   make   the  cribs  for  the  baby  bees ; 

and  then,  too,  they  often  had  to  feed  the  little  ones.     Each 

little  baby  l»ee   had   a  crib  all   by  himself,  and  as  all  the 

-ides,  and  were  mad.-  of  wax,  you  may  know 

.  Mren  suit  the  action  to  the  words. 


84  NATIONAL   KINDERGARTEN    MANUAL. 

that  every  one  had  to  do  all  he  could  to  make  up  the  beds. 
Some  of  Buzzie's  brothers,  though,  were  lazy:  they  would 
not  work.  They  flew  and  crawled  about,  and  ate  honey. 
When  Buzzy  was  first  born,  he  did  not  look  at  all  like  the 
bees  you  have  seen.  He  was  a  little  white  worm,  with 
large,  white  eyes ;  and  his  mouth  was  like  a  caterpillar's. 
In  his  sides  were  ten  little  holes,  for  him  to  breathe 
through ;  for  Buzzy  couldn't  breathe  through  his  mouth. 
For  seven  days  he  lived  in  this  queer  little  body,  in  the 
crib  where  his  mother,  Mrs.  Queen,  had  put  him.  After 
a  week  had  passed,  something  very  strange  happened. 
Some  of  the  old  bees  told  Buzzy  to  creep  into  a  warm, 
snug  corner,  and  go  to  sleep.  He  was  glad  enough  to 
mind  them,  for  he  felt  tired  and  sick.  Then  the  little 
brothers  covered  him  all  up  —  head  and  eyes  and  body  — 
with  nice,  clean  wax.  He  stayed  in  his  little  six-sided  crib, 
feeling  very  quiet  and  sleepy,  for  ten  days.  At  the  end 
of  that  time,  Buzzy's  brothers  thought  he  had  rested  long 
enough,  and  they  took  off  the  wax  sheets  and  blankets 
they  had  fastened  him  up  with,  and  gave  him  something 
to  eat.  He  was  glad  to  get  it,  for  he  was  very  hungry, 
after  sleeping  ten  days ;  and  then  he  began  to  grow.  In- 
stead of  the  poor  little  white  worm  that  had  gone  to  sleep 
in  the  six-sided  crib,  he  found  he  had  a  new  suit  of  clothes 
of  many  colors,  growing  out  all  over  him,  and  that  he  was 
changed  into  a  bee,  with  white,  gauzy  wings.  First  he 
began  scraping  the  wax  off  his  body ;  then  he  looked  at 
himself  all  over ;  then  he  walked  about  a  little,  to  see  if 
his  legs  were  all  right.  But  the  things  that  pleased  him 
most,  were  his  wings.  He  lifted  them  up  and  down,  and 
shook  them ;  for  he  wasn't  quite  sure  what  they  were  for. 
The  next  morning  his  mamma  asked  if  he  wouldn't  like  to 
go  out  into  the  sunshine.  She  said  that  most  of  the  other 


STORY   OF   BUZ/Y.  85 

bees  had  some  work  to  do,  to  prepare  food  for  winter,  and 
that  if  Buzz}'  wanted  to,  he  could  help  them.  The  young 
bee  was  glad  enough  at  the  thought  of  seeing  the  flowers, 
and  feeling  the  bright  sunshine ;  so  off  he  flew  with  his 
brothers. 

They  went  first  to  some  morning-glories.  Buzz}'  lighted 
on  a  bright  blue  one,  and  stood  looking  about,  rather 
puzzled ;  for  he  didn't  know  how  to  begin  the  work. 
Very  quickly  one  of  his  kind  older  brothers  came  to  him 
and  said  :  "  See  how  I  do  it ;  now  you  had  better  try.  I 
turn  my  tongue  over  and  over,  and  get  out  all  the  flower- 
juice,  which  is  called  nectar."  Then  Buzzy  tried,  and  was 
delighted  to  find  that  he  had  a  long  tongue,  which  would 
reach  away  down  into  the  flower-cup.  He  thought  he  had 
never  tasted  anything  so  sweet  as  the  nectar  that  the 
morning-glory  gave  him.  So  he  flew  to  another  blossom, 
and  tried  to  get  juice  from  that;  but  this  time  he  threw 
back  his  head  quickly,  and  flew  to  his  brother  and- hummed 
out,  "  O  Appy,  look !  my  head  is  all  covered  with  yellow 
dust  —  see  !  it's  on  my  pretty  wings,  too.  Oh !  brush  it  off ! 
That's  not  a  clean  flower;  I'm  going  to  another." 

Appy  said,  "O  little  brother,  how  many  things  you 
have  to  learn !  You  don't  seem  to  know  that  that  yellow 
powder  is  •  bee-bread  ;'  the  gardener  calls  it  pollen,  and  it 
is  from  that  we  large  bees  make  the  wax  beds,  which  hold 
our  hnni'v." 

"  Oli !  but  it  sticks  to  my  hair,  and  I  don't  like  it," 
said  lin/./.y. 

"Why.  Bu/./.y,  that's  what  our  hair  is  lor.  We  just 
scrape  it  off,  then  carry  it  home  in  the  baskets  in  our  hind 

-Ila\e  I  baskets  in  my  legs  too?"  asked  Buzzy.  lie 
lifted  one  of  his  luck  legs,  and  there  he  found  a  little 


86  THE   NATIONAL   KINDERGARTEN   MANUAL. 

triangular  kind  of  spoon,  just  like  the  old  bee's.  He 
watched  his  brothers  take  the  powder  off  their  heads  with 
their  front  legs ;  from  these  they  passed  it  to  the  middle 
pair,  and  then  carefully  packed  the  little  baskets  in  the 
back  legs. 

By  this  time  it  was  nearly  noon,  and  Buzzy  thought  it 
time  for  his  own  work  to  begin ;  for  he  didn't  mean  to  be 
an  idler.  So  he  went  to  another  blossom,  and  tried  hard 
to  get  a  load  of  dust;  and  though  he  spilled  a  good  deal 
on  the  ground,  and  tore  many  pretty  flowers,  he  succeeded 
pretty  well;  and  never  was  there  a  happier  bee  than 
Buzzy,  when  he  reached  the  hive  with  his  first  present  to 
his  Queen  mother.  Mrs.  Queen  showed  him  how  to  mix 
the  powder  with  some  juices  which  he  got  out  of  his  own 
body,  and  soon  he  had  made  a  pretty  little  wax-box  with 
six  sides,  as  even  and  as  neatly  done  as  any  little  cell 
could  be. 

Then  his  mamma  told  him  he  ought  to  get  some  juice 
from  the  flowers  to  make  some  honey  to  fill  his  box.  So 
the  little  "  busy  bee"  flew  back  to  the  same  morning-glory 
vine.  He  had  found  so  many  nice  things  there,  he  thought 
it  was  the  best  place  to  go.  When  he  got  there,  he  found 
the  flowers  had  all  gone  to  sleep,  and  he  couldn't  get  any- 
thing from  them.  He  looked  about  to  see  wljat  he  should 
do,  and  quickly  spied  some  sweet  clover-blossoms.  He 
wanted  to  carry  a  large  load  this  time,  and  he  worked  so 
hard  he  didn't  see  that  the  sky  was  growing  quite  cloudy 
and  dark.  Presently  it  began  to  rain.  He  was  very  much 
frightened,  but  he  crept  down  under  the  leaves  till  he  was 
sheltered  by  them,  and  waited  patienty  till  the  storm  was 
over.  As  soon  as  the  rain  stopped,  and  the  sun  shone  out, 
Buzzy  flew  home.  As  he  came  near  his  hive,  he  saw  a 
great  cloud  of  bees  flying  here  and  there ;  and  he  began 


STORY   OF    lif/ZY.  8T 

to  think  something  was  wrong.  The  air  was  full  of  bees, 
and  all  seemed  too  busy  and  anxious  to  speak  to  Buzzy. 
At  last  he  managed  to  make  one  of  them  hear,  while  he 
asked  what  was  the  matter? 

"  Oh !  dear  Buzzy,"  said  the  big  bee,  "  can't  you  see  ? 
don't  you  know  what  has  happened  ?  A  great  storm  of 
wind  came  up,  and  blew  Mrs.  Queen's  house  over  into  the 
pond;  and  that  isn't  the  worst  —  they  think  poor  deal- 
Mrs.  Queen  is  drowned !  " 

When  poor  Buzzy  heard  this  sad  news,  he  forgot  about 
his  precious  load  —  he  dropped  it,  and  squeezed  through 
the  crowd  of  uncles  and  cousins  and  brothers,  until  he 
reached  his  mamma.  lie  tried,  with  the  rest,  to  bathe  her 
head,  and  fan  her  with  his  wings;  then  they  gave  her  tiny 
drops  of  the  sweetest  honey.  Soon  they  were  all  made 
happy  by  seeing  their  Queen  open,  her  eyes  and  move  her 
win^s.  She  slowly  got  on  her  feet;  and  when  they  saw 
that  she  could  walk  a  little,  they  flew  off  a  little  way,  so 
that  the  sun  could  warm  and  dry  her.  In  a  short  time 
Mrs.  Queen  was  as  well  as  ever;  but  as  their  house  was 
in  the  pond,  they  all  thought  it  would  be  best  to  sleep  that 
ni^lit  in  a  tree.  So  Mrs.  Queen  ilew  to  a  large  chestnut- 
tree  which  st 1  in  a  corner  of  the  garden,  and  chose  a 

large  bough.  Then  all  the  bees  ilew  close  behind, 
settling  one  on  tup  of  the  other,  till  there  were  so  many 
ing  to  each  other,  that  it  seemed  as  if  a  large  black 
rood  was  hanging  t<>  the  bough. 

Ami  they  slept  there  as  quietly  as  if  they  were  at  home; 
and  when  the  moon  rose,  and  the  soft  wind  moved  the 
branch  gently,  liuy./y  dreamed  that  he  was  being  rocked 
to  sleep  on  a  nuirnin^-udory,  and  that  he  had  lor  pillow 
little  wax-beds  filled  with  honey. 


THIRD    PART. 

THE  KINDERGARTEN  IN  THE  NURSERY. 

A 

COURSE   OF   LECTURES 

TO 

MOTHERS,  GOVERNESSES,  AND  NURSERY  MAIDS. 


THE  KINDERGARTEN  IN  THE  NURSERY. 


LECTURE    No.    I. 

CONSIDERATION  OF  THE  BEST  PHYSICAL  AND  SOUL 
NOURISHMENT  OF  THE  INFANT.  —  How  TO  MANU- 
FACTURE AND  INTRODUCE  THE  BALL. 

THE  time  seems  to  have  come  for  us  to  lay  aside  old  and 
inefficient  methods  of  every  kind,  and  eagerly  grasp  at  the 
new  and  joyous  method  of  training  the  rising  generation 
in  a  better  way  than  we  have  been  trained  ourselves. 

Who  can  describe  the  enthusiasm,  the  delight  of  those 
wlm  recognize  the  fact,  that  Frederick  Froebel,  the  origi- 
nal >r  of  the  kindergarten  system  of  education,  by  devot- 
ing liny  years  of  his  life  t<>  study  out  the  demands  of  child- 
life  in  its  threefold  capacity,  of  its  physical,  intellectual 
and  spiritual  nature,  and  practically  demonstrating  and 
carrying  out  his  ideas  on  the  subject,  has  given  us  the  key 
to  unlock  to  us  the  precious  boon,  which  will  make  life  so 
much  more  joyous  and  valuable  to  all,  and  reduce  to  a 
extent  the  amount  of  human  suffering  and  misery 
surrounding  us? 

••  My  whole  life  as  a   mother,   my  relations  to  my  own 

children  and   humanity  in  general,  have  become  so  c 

tially  enlightened  and  awakened  to  activity,  my  spirit    has 

.    nourished   witli   such   strengthening   and    refreshing 

food,    that    I    am    able    to    bear   joyful    testimony,    that   if 

91 


92  THE   NATIONAL   KINDERGARTEN   MANUAL. 

Froebel's  system  of  education  is  carried  out  with  a  clear 
comprehension,  the  effect  upon  child-life  will  be  most 
happy  and  progressive  in  the  family  circle,  as  well  as  in 
the  kindergarten."  This  testimony  comes  from  Mrs.  Lina 
Morgenstern,  the  President  of  the  Women's  Union  in 
Berlin,  and  for  a  number  of  years  superintendent -of  a 
kindergarten  there.  I  am  able  to  add,  that  by  adopting 
this  method  of  education  in  accordance  with  nature,  the 
services  of  the  physician  can  in  a  great  measure  be  dis- 
pensed with.  Froebel's  system  of  education,  applied  to 
early  childhood,  not  only  supplies  the  proper  material  and 
opportunities  for  the  innate  mental  powers,  which,  like 
leaves  and  buds,  press  forward,  impelling  children  to  activ- 
ity with  so  much  the  more  energy  the  more  freely  they  are 
supplied ;  but  at  the  same  time  it  also  preserves  children 
from  the  harm  of  civilization,  which  furnishes  poison  as 
well  as  food,  temptation  as  well  as  elevation,  and  children 
must  be  kept  from  these  dangers  until  their  mental  powers 
have  grown  equal  to  protect  them.  Very  much  of  the 
success  and  benefit  of  the  kindergarten  training  is  invisible 
at  the  time.  It  is  negative  and  consists  in  preventing 
harm.  Then  again  its  positive  success  is  so  simple,  that 
it  cannot  be  expected  in  the  beginning  to  attract  more 
attention  or  notice  than,  for  instance,  the  valuable  services 
of  the  family  physician,  whose  exertions  are  directed  to 
preserving  the  health  of  the  household. 

The  first  thing  requisite  for  us  to  do,  says  Froebel,  is  to 
throw  aside  the  fallacious  notion,  that  a  babe  is  not  much 
above  an  animal  by  nature.  On  the  contrary,  a  child  is  a 
living  soul  from  the  first,  a  person  endowed  by  a  divine 
nature  and  with  a  heart  which  appreciates  and  responds 
to  love  on  one  hand,  while  at  the  same  time  it  is  intimate- 
ly related  to  nature  on  the  other.  But  body  and  soul,  or 


LECTURE   NO.    I.  93 

the  mind  and  its  organs,  seem  at  first  only  one,  and  bodily 
wants  express  themselves  at  first  exclusively.  The  organs 
have  to  gain  strength  before  the  soul  can  use  them,  and 
through  their  development  the  soul  itself  grows.  Every 
bodily  impression  is  also  a  soul  impression,  and  the  young- 
er the  child,  the  stronger  is  the  impression  made  upon  it. 
As  yet,  the  external  is  mightier  than  they  are  themselves, 
and  they  readily  adopt  the  manners,  habits,  moods  and 
disposition  of  the  attendants. 

As  in  a  physical,  so  in  an  intellectual  and  moral  point 
of  view,  ignorance  or  thoughtlessness  on  the  part  of  the 
parent  or  nurse  may  do  an  infinite  amount  of  harm,  and 
can  v  its  baneful  consequences  through  a  lifetime. 

It  is  a  solemn  fact,  that  some  of  our  best  educated  men, 
our  deepest  thinkers,  have  to  fight  against  impressions 
which  they  received  perhaps  from  some  ignorant  nurse 
during  childhood.  It  is  through  the  senses  the  young  soul 
receives  its  first  impressions  and  nourishment  for  the 
growth  of  the  mind. 

Aa  the  nature  and  quality  of  the  child's  first  bodily 
nourishment  is  of  the  greatest  importance,  to  build  up  the 
material  frame,  and  give  it  the  right  foundation  for  a 
strong  and  healthy  body,  endowed  with  vitality  and  power 
to  n-.Mst  and  overcome  privations  and  sickness  in  future 
years  —  so  is  the  child's  first  soul-nourishment  of  equal 
importance.  The  development  of  the  soul  depends  in  a 
great  measure  not  only  upon  the  full  development  of  the 
limbs,  the  senses,  and  the  organs,  but  upon  the  means 
by  which  they  are  developed.  And  there  is  no  doubt  in 
the  minds  of  all  those  who  have  studied  Froebel's  works, 
his  life,  and  his  system  of  nourishing,  as  we  might  call  it, 
the  human  bring,  to  help  it  attain  the  full  statnrr  of  health, 
activity  and  happiness,  that  we  were  destined  to  enjoy, 


94  NATIONAL   KINDERGARTEN   MANUAL. 

but  that  he  has  gone  deeper  into  the  science  of  education 
than  any  other  man. 

The  first  grade  of  kindergarten  in  the  family  consists  in 
play  tending  to  exercise  the  muscles  and  limbs  of  the 
body  and  awaken  a  taste  and  ear  for  music. 

2d.     Stories  —  mostly  fables. 

3d.  Musical  stories,  similar  to  those  of  the  five  fingers, 
and  others. 

4th,  Learning  to  count  up  to  ten  (or  more)  by  means 
of  the  fingers. 

5th.     Education  by  means  of  pictures. 

6th.     Education  by  means  of  colored  balls. 

7th.  By  means  of  plays  set  to  music,  for  exercising  the 
muscles. 

8th.  Instruction  and  amusement  with  the  second  gift: 
the  wooden  ball,  cube  and  cylinder. 

9th.     Building  with  the  third  gift  of  eight  cubes. 

10th.     Building  with  the  fourth  gift  of  eight  oblongs. 

llth.     Laying  forms  with  little  sticks. 

12th.     Playing  in  sand. 

13th.     Stringing  beads. 

14th.     Arranging  little  shells, 

15th.     Cultivation  of  a  little  garden. 

16th.     Modeling  in  clay. 

My  course  of  Lectures  to  Mothers  will  consist  in  ex- 
plaining the  philosophical  and  practical  reasons  upon 
which  Froebel's  method  of  infant-training  is  based.  In 
his  course  of  lessons  to  mothers  and  nurses  he  has  em- 
bodied the  most  important  ideas  of  his  educational  system. 
It  is  the  starting-point  for  an  education  according  to  na- 
ture's laws,  and  shows  how  all  the  germs  of  human  en- 
dowment have  to  be  nurtured  and  assisted  to  produce  a 
full  and  healthy  development. 


LECTURE   NO.    I.  95 

Life  is  the  exertion  of  power;  and  all  adequate  exertion 
is  joy  in  existence.  The  child  shows  this  in  his  expressions 
of  gladness,  when  he  presses  his  little  feet  against  the 
mother's  hands  or  against  any  object  that  will  resist  the 
pressure.  This  must  be  encouraged  and  repeated,  or  ex- 
ercises of  a  similar  kind  encouraged,  in  order  to  strengthen 
the  muscles  of  the  back  and  legs.  But  the  most  import- 
ant exercises  are  for  the  hands,  as  they  are  the  most  im- 
portant tools  of  man.  The  more  man  is  relieved  from 
hand-drudgery  in  work  by  the  use  of  machinery,  the  more 
the  skill  of  the  hand  must  be  developed,  that  it  may  be 
employed  in  the  constantly  advancing  works  of  art  and 
industry.  The  hands  of  children  among  the  poorer  classes 
are  mostly  stiff  and  clumsy,  still  they  must  serve  to  gain 
daily  bread.  Without  this  early  exercise  the  elasticity  of 
the  hand  is  lost  in  a  great  measure;  the  muscles  do  not 
gain  sufficient  flexibility  and  strength  to  meet  the  demands 
in  the  higher  technics  of  our  day.  Sculptors  and  great 
performers  <>n  the  piano  or  violin  are  well  aware  of  the 
fad  that  only  by  constant  practice  in  early  childhood  could 
they  have  overcome  the  technical  difficulties  of  their  arts. 
Thru  again  nothing  marks  noble  freedom  more,  than  the 
•et'ul  use  of  the  hands  and  arms.  An  unedu- 
oated1  :ed  body  and  mind  uses  the  whole  arm  with 

awkward  elbow  often  embarrassed  by  not  knowing  how  to 
n>e   the  hand.     A  teacher  of  elueution  once  «  d   to 

iier  satisfaction  that  people's  attention  was  b.-in^- 
drawn  to  the  early  exercising  of  the  hands  and  arms:  for 
*he  had  seen  young  men  trying  so  hard,  while  taking 
:  her,  to  overconi,-  the  stiffness  and  awkwardness 
of  these  limbs,  that  she  felt  the  greatest  pity  for  them, 
owiiiLr  to  their  lack  of  ease  and  grace,  which  ought  to  be 
and  is  the  birthright  of  every  human  being.  Dancing- 


96  NATIONAL   KINDERGARTEN   MANUAL. 

masters  consider  the  use  of  the  hands  and  arms  as  the 
foremost  of  all  graces  in  the  drawing-room. 

It  will  not  only  save  time,  but  a  large  amount  of  tedious 
drill  at  a  later  period,  if  a  certain  amount  of  mechanical 
skill,  flexibility  and  grace  are  acquired  by  means  of  play 
in  childhood.  Froebel's  systematic  plays  not  only  aim  at 
this  physical  training,  but  also  at  the  development  of 
mind  and  soul,  thus  preventing  idleness  and  vacancy  of 
mind  —  the  worst  enemy  to  morality  and  childish  inno- 
cence. In  Froebel's  Song-Book  for  Mothers  is  contained 
the  keynote  of  his  method  of  early  training  in  accordance 
with  the  laws  of  nature.  I  have  translated  quite  a  number 
of  these  musical  plays,  many  of  which  may  be  found  in  my 
"  National  Kindergarten  Songs  and  Plays,"  and  in  my  last 
song-book,  "Cheerful  Echoes,"  published  by  DeWolfe, 
Fiske  &  Co.  No  intelligent  mother  can  fail  to  recognize 
their  use  and  value  in  not  only  giving  delight  to  the  child, 
but  also  contributing  to  his  growth,  bodily,  mentally  and 
spiritually,  and  that  without  any  more  outlay  of  time  or 
effort  than  is  generally  given  by  mother  or  nurse  to  attend 
to  the  child.  The  difference  being  that  the  play  is  not 
simply  for  the  purpose  of  pleasing  the  child,  or  to  stop  his 
fretting,  but  with  the  aim  of  making  him  more  healthy 
and  strong,  more  intelligent,  more  affectionate,  and  as  a 
natural  result  more  happy. 

And  here  I  would  speak  of  the  excuse  many  mothers 
bring  forward :  that  they  have  no  time  to  make  use  of 
Froebel's  system  of  infant-training.*  If  they  will  only  take 
the  trouble  to  find  out  what  it  is,  they  will  find  that  they 
will  have  more  time  than  before.  For  the  child  being 

*  Take  the  twilight,  dear  mother,  when  you  can  no  longer  see  to  run  the  machine  or 
embroider  on  the  garments,  which,  if  made  plainly,  would  save  you  so  much  worry  and 
time,  while  they  would  be  no  less  comfortable. 


ro.  i.  97 

amused  a  short  time  each  clay  with  these  musical  plays 
and  exercises  t'ur  his  limbs,  will  soon  learn  to  amuse  him- 
self without  any  assistance,  by  repeating  and  amusing 
himself  in  the  manner  shown  him.  His  self-activity  is 
aroused  by  these  songs  and  plays,  and  he  cannot  help 
In- ing  more  uniformly  happy,  more  contented  and  depend- 
ing on  himself  for  play  and  occupation. 

How   FROEBEL  WOULD  HAVE  THE  SOFT  COLORED 

BALL    INTRODUCED    TO    THE    BABY. 

Harry  has  awakened  from  his  sleep.  After  his  usual 
morning-bath,  he  always  has  a  most  refreshing  nap.  While 
he  was  asleep,  mamma  has  been  busy  making  the  first  toy 
fur  her  darling.  She  took  some  cotton  wool  and  wound 
some  red  worsted  over  it,  to  form  into  a  ball,  which  the 
smallest  hand  can  hold.  With  a  tapestry  needle  she 
buttonhole  stitched  round  after  round  with  the  same 
worsted,  until  it  was  entirely  covered,  and  then  finished 
it  by  braiding  three  double  strands  of  worsted  into  a  string 
for  the  ball.  Now  she  hears  the  cooing  noise  of  her  little 
son,  just  three  months  old.  She  steals  softly  towards  the 
crib,  where  she  sees  him  in  vain  trying  to  lift  his  head 
from  the  pillow.  As  mamma  approaches,  he  seems  to  hold 
his  little  arms  towards  her.  She  wishes  to  have  a  little 
talk  and  caressing  with  her  pet,  before  showing  him  his 
new  toy  ;  but  Harry's  bright  eyes  have  already  espied  the 
bright  oltjeet  in  mamma's  hand. 

••What  have  I  here  for  my  dear  boy?  What  is  it? 
Touch  it.  How  soft  it  is  !  how  pretty  !  " 

A  sweet  smile  illumines  his  face,  as  mamma  takes 
the  string  of  the  ball  and  swings  it  slowly  to  and  fro, 
singing: 

-Tic  tac,  tic  tac." 


98  NATIONAL   KINDERGARTEN   MANUAL. 

As  yet  he  is  unable  to  hold  it,  but  he  follows  every  move- 
ment with  lively  interest.  Soon  she  changes  the  "tic 
tac,"  to  a  little  more  vigorous  movement,  and  sings : 

"  Ding  dong,  ding  dong," 
or  the  direction  of  the  ball  is  changed,  and  she  says : 

"  Here  there,  here  there," 
or,  "  Coming,  going," 

or,  "  Forward,  backward, 

The  little  ball  comes,  it  goes." 

Although  Harry  does  not  know  the  meaning  of  these 
words,  he  is  pleased  with  the  different  sounds,  and  more 
especially  with  the  various  movements.  But  mother  has 
some  work  to  do,  which  calls  her  away  to  another  part  of 
the  room,  and  so,  after  she  has  supplied  all  his  physical 
wants,  she  raises  the  pillows  somewhat,  in  order  to  place 
the  baby's  body  in  a  recumbent  position,  then  places  the 
ball-box  upon  the  bed-spread  before  the  child,  and  makes 
a  swing  for  the  little  ball  upon  the  lid  of  the  wooden  box 
in  which  the  balls  are  kept,  by  putting  the  two  round 
sticks,  which  came  in  the  box,  in  the  holes  made  for  this 
purpose,  and  the  square  bar  across  the  top  to  which  the 
bull  is  tied.  She  sets  the  ball  in  motion  and  hastens  back 
to  her  work,  leaving  Harry  to  his ;  for  soon  he  is  very  busy 
trying  to  touch  the  ball.  In  this  he  succeeds  after  a  while, 
which  keeps  the  ball  in  motion.  Care  must  be  taken  not 
to  allow  the  child  to  become  impatient  with  the  ball  which 
is  suspended  before  his  eyes.  For  as  soon  as  his  attention 
has  become  fixed  by  the  ball,  he  will  experience  a  vague 
desire  to  touch  it.  This  desire  will  be  expressed  by 
struggling  exertions  of  the  entire  muscular  system,  culmi- 
nating, if  not  gratified,  in  impatient  cries.  The  mother  or 
nurse  must  always  be  near  enough  to  prevent  this ;  she 
will  set  the  ball  in  motion,  and  see  to  it  that  the  child  can 


LECTURE   NO.    I.  99 

grasp  it  before  his  impatience  is  provoked.     Again,  when 
she  sees  that  the  child  is  tired,  she  will  remove  the  ball  — 
not  suddenly,  but  gently,  and  with  the  full  consent  of  the 

child.  

The  little  finger-play  which  I  now  give  is  used  for  each 
hand  in  turn. 

FINGEU-PLAY. 

(For  strengthening  the  hands,  each  finger  is  gently 
moved  back  and  forth  only  so  long  as  the  child  likes  it.) 

This  is  the  mamma  kind  and  dear, 

This  is  the  papa  standing  near, 

This  is  your  uncle  (or  brother),  see  how  tall, 

And  this  is  your  sister  (auntie)  with  her  ball, 

This  is  the  haby,  sweet  and  small, 

Tln-.se  the  family  we'll  call.* 

With  the  last  line  of  the  song  the  little  hands  either  pat 
together  or  on  mother's  hand.  Froebel  with  this  little 
play,  besides  giving  the  desired  exercise,  desired  to 
strengthen  the  family  tie. 

In  many  other  plays,  even  with  the  older  children,  the 
mother  <>r  nurse  should  have  this  end  in  view.  The  culti- 
vai ifii  of  the  home  affections  in  every  case  will  add  much 
to  human  comfort  and  happiness. 

ARM  AND  WRIST  EXERCISE. 

(The  hand  is  gently  moved  back  and  forth  from  the 
wrisi.  ) 

1.     Like  the  weathervane  is  going, 

\Vlirn  the  stormy  winds  are  blowing, 
Thus  my  little  child  shall  learn 
All  in  play  to  twist  and  turn. 

Music  in  "  National  Kindergarten  Songs  and  Plays." 


100  NATIONAL   KINDERGARTEN   MANUAL. 

The  other  hand : 

2.     Like  the  little  bird  is  flying, 
Thus  my  little  pet  is  trying 
With  her  (his)  little  hands  to  learn. 
All  in  play  to  twist  and  turn.* 

(In  the  kindergarten  the  children  move  both  hands  at 
once.) 

EDUCATIONAL  RULES, 

With  remarks  based  upon  practical  experience  and  the  highest 
medical  and  educational  authority. 

RULE  1.  Be  careful  what  habits  a  child  acquires  dur- 
ing the  first  month  of  his  life.  Do  not  rock  or  walk  him 
to  sleep,  unless  you  wish  to  do  it  for  years  to  come. 

Nurses  who  have  the  care  of  the  infant  during  the  first 
month  of  his  life  are  reponsible  for  a  great  deal  of  trouble 
to  parent  and  child.  Frequently  they  prefer  holding  the 
child,  even  when  he  is  sound  asleep,  rather  than  sew  or 
do  any  other  work.  When  she  leaves,  the  baby  has  ac- 
quired the  habit  of  being  held  rather  than  to  lie  on  the 
bed. 

RULE  2.  As  much  as  possible,  have  regular  hours  for 
the  child's  sleep,  as  well  as  his  play  (with  the  mother  or 
nurse)  and  his  meals. 

RULE  3.  Avoid  all  loud  talking  and  inharmonious 
noises  in  the  presence  of  a  little  child ;  even  bunches  of 
keys  or  rattles  should  rather  be  exchanged  for  sweet 
tunes  or  musical  instruments.  Any  of  the  sounds  of 
nature  are  best  for  the  child.  Jenny  Lind  says  her 
talent  began  to  develop  at  the  age  of  four,  when  she  used 
to  go  into  the  garden,  and  not  only  listened,  but  imitated 
the  songs  of  birds,  or  even  the  bee  and  the  fly. 

Music  in  "Cheerful  Echoes." 


LECTURE   NO.    II.  101 

RULE  4.  Do  not  dilly-dally  with  baby  while  washing 
him.  If  he  cries,  do  not  stop  in  your  work,  but  finish  as 
gently  and  speedily  as  possible,  then  pet  as  much  as  you 
please  afterwards.  Of  course  his  wants  should  have  all 
been  supplied  before  beginning  the  process.  Also,  it  is 
not  necessary  to  strip  the  child  entirely  in  the  beginning, 
especially  if  the  room  is  not  warm ;  wash  face  and  neck 
first,  dress  the  upper  part,  then  proceed. 

HYGIENIC   RULES. 

1.  When  washing  the  child,  wash  the  eyes  first  of  all, 
so  that  no  impurity  from  the  body  can  enter  into  them. 

2.  When  washing,  be  careful  to  have  the  child's  head 
away  from  the  fire,  the  feet  towards  the  fire. 

3.  Carefully  protect  from  draught  during  the  process. 

4.  The  first  three  months  of  the  child's  life,  especially 
during   the   cold  weather,  let   the  child   sleep  with  the 
mother  —  warmth  then  is  more  important  than  pure  air. 
If  the  child  frets,  feel  his  feet  to  see  that  they  are  warm. 


LECTURE    No.   II. 

M\n  iivAL  INSTINCTS   NEED  THE   GUIDANCE  OF 
WISDOM. 

HOW  TO  MAKE  CHILDREN  CONSIDERATE  FOR  OTHERS. 

I    WILL  now    continue    to   lay   before  you  some    more 

of  Frneliel's  fundamental  thoughts  on  Child  Education,  as 
they  have  been  interpreted  by  Mrs.  Lina  Morgenstern  of 

Berlin,    the    liaroin-ss    Marenlml/,  (  who   lias  done  more  to 
:ninate   Froebel's   kindergarten   system   of  education 


102  THE   NATIONAL   KINDERGARTEN   MANUAL. 

in  Europe  than  any  other  person),  Miss  Peabody,  Mr. 
W.  N.  Hailmami  and  other  educators,  including  myself. 

Infant  training  has,  until  now,  been  less  thought  of  or 
cultivated  than  school  education,  and  the  civilization  of 
the  present  century,  so  much  praised,  has  not  yet  paid 
that  attention  to  the  subject  which  it  merits,  if  it  would 
faithfully  fulfil  its  duties  to  the  rising  generation.  The 
result  of  this  indifference  we  see  all  around  us,  by  observ- 
ing the  thin,  pale  faces  of  our  young  people,  many  of 
whom  seemed  healthy,  rosy  children  in  infancy ;  the 
premature  oldness  of  children ;  their  emaciated  limbs ; 
the  sudden  breaking  down  of  the  health  of  young  women; 
the  indifference  and  alienation  of  members  of  the  family, 
yes,  even  between  parents  and  children ;  the  aversion  of 
many  women  to  raise  children  on  account  of  their  being 
so  expensive  and  troublesome,  forever  wanting  to  know 
what  can  I  do?  which  question  the  mother  is  often  unable 
or  unwilling  to  answer  in  a  satisfactory  manner.  Almost 
all  young,  fond  mothers  think  that  their  child,  resting  so 
softly  imbedded  in  their  love,  is  not  to  be  pitied ;  there  is 
nothing  to  be  feared  for  it,  and  that  with  every  rough  air, 
all  moral  evil  is  likewise  excluded;  and  yet  how  much 
sorrow  results  from  that  too  great  tenderness  in  mothers ; 
it  lacks  wisdom  and  enervates  body  and  soul.  Maternal 
instincts  and  affections  have  been  generally  considered  as 
sufficient  to  insure  the  safety  and  perfect  development  of 
the  child,  and  it  is  of  priceless  value.  But  when  we  be- 
hold the  many  troubles  and  vexations  of  life,  beginning 
even  with  small  children  in  their  inharmonious  intercourse 
with  each  other,  and  the  wrong  direction  taken  by  their 
inborn  activity  and  play,  we  feel  the  necessity  for  the 
torch  of  science  to  illumine  our  nurseries. 

There  is  now  no  longer  the  excuse  to  be  brought  for- 


LECTURE   NO.   II.  103 

ward,  that  there  is  no  light  on  that  particular  subject,  ex- 
cept that  of  the  human  instinct,  inferior  though  it  is  to  that 
of  most  animals,  on  account  of  our  having  been  endowed 
with  royal  reason.    But  we  do  have  light  now,  and  sufficient 
to  make  life  far  more  of  a  boon  than  it  has  been  to  us,  and 
all  we  have  to  do  is  to  open  our  hearts  to  it  and  allow  our- 
selves to  be  guided  by  it.    How  often  have  we  seen  a  lifetime 
wasted  —  a  thorn  in  the  flesh,  marring  every  enjoyment, 
reducing  the  amount  of  happiness  to  one-half  of  what  it 
was  intended  to  be,  and  all  through  the  deplorable  ignor- 
ance of  the  mother  or  nurse.     An  immeasurable  amount 
of  misery  and  suffering  to  parents  and  children  will  be 
prevented  if  our  young  ladies  would  give  more   of  the 
time  devoted  to  some  less  useful  science  or  accomplish- 
ment, to  the  study  of  physiolog}7  and  a  thorough  study 
of  the  nature  and  wants  of  the  human  being  as  elucidated 
by   Frederick   Froebel.      No   educational  institution   for 
young  ladies  should  be  without  a  department  devoted  to 
the  science  of  bringing  up  children.     Many  valuable  books 
have  been  written  on  education,  but  no  one  has  done  so 
much  to  study  out  the  threefold  nature  of  the  child,  and 
find  out  the  right  means  of  nourishing  and  developing  his 
physical,  intellectual  and  spiritual  nature  as  the  originator 
of  the  kindergarten,  or,  as  he  calls  himself,  the  "discoverer 
of   nature's   method  of   education."     I  feel  personally  a 
deep   sense   of  gratitude   to    this  profound  thinker   and 
student  of  the  human  soul,  who  devoted  his  life  to  serve 
his  Master  by  serving  humanity. 

One  of  the  objections  raised  against  Froebel's  system  of 
infant  training,  beginning  as  it  does  with  the  child  three 
months  old.  is  that  there  is  such  a  thing  as  beginning  too 
earh ,  and  that  it  is  wrong  to  interfere  with  his  innocent 
liarmlessness;  and  some  parents  perhaps  ridicule  the  idea 


104  NATIONAL   KINDERGARTEN   MANUAL. 

of  introducing  the  colored  balls  to  the  child's  perception 
at  that  tender  age,  with  a  view  to  educating  him.  Let  us 
try  to  find  a  good  reason  for  Froebel's  doing  so,  and  see  if 
we  cannot  remove  the  objection  of  the  kind  parent. 

When  we  come  to  consider  what  has  been  the  popular, 
we  might  say  universal  interpretation  and  naming  of  the 
word  education,  these  objections  are  not  so  much  to  be 
wondered  at.  Many  people  think  that  education  means 
the  conning  of  printed  lessons,  in  order  to  exercise  the 
memory  and  intellectual  faculties  of  children  —  that  it 
naturally  includes  the  occupations  which  necessarily  ob- 
lige the  child  to  continue  in  certain  constrained  positions 
for  a  certain  number  of  hours  per  day :  —  the  constant 
admonishing  from  teachers  and  parents,  chiding  or  dictat- 
ing how  the  child  shall  deport  himself,  walk  or  dance,  so 
as  to  gain  the  approval  of  admiring  friends.  While  in 
reality  education  means  a  harmonious  and  natural  develop- 
ment and  careful  training  of  every  endowment  of  the 
human  being,  physically  just  as  much  as  intellectually 
and  spiritually,  to  prepare  and  fit  the  child  to  enter  into  the 
strife  and  battle  of  life  with  a  full  and  elevated  compre- 
hension of  the  laws  of  his  own  being,  of  the  position  he 
occupies  in  the  world,  and  his  relation  to  it,  with  an  en- 
lightened view  and  honest  conviction  of  the  right  and 
healthful  means  for  him  to  adopt  in  order  to  attain  his 
destined  work  and  mission  on  earth. 

We  will  now  show  how  the  following  song  for  the  ex- 
ercising of  the  arms  is  to  be  introduced  to  the  larger 
children : 

Perhaps  the  baby  has  just  been  fed  with  milk,  or  the 
children  are  eating  lunch.  Mamma  says,  "  How  Harry 
enjoys  his  nice  supper  of  bread  and  milk  !  Do  you  know 
how  we  get  the  sweet  milk  ?  " 


LE(  TIKI:  NO.  n.  105 

'•O  yes,  the  milkman  brought  it,  and  papa  pays  the 
milkman  for  it." 

'•But  where  does  the  milkman  get  it?" 

k-  From  the  good  mooley  cow!  Sure  enough,  but  he 
has  not  time  to  milk  the  cow  himself,  so  he  lets  Peter 
milk  her.  And  Mooley,  how  does  she  get  her  supper? 
She  does  not  like  milk,  she  loves  the  nice  sweet  grass  and 
hay.  BO  Peter,  who  heard  Mooley  say,  'Moo,  moo,  moo,  it 
is  time  for  me  to  have  my  supper,  too  ! '  takes  the  sharp 
sickle  and  goes  with  it  to  the  meadow,  there  to  cut  down 
seme  grass  for  the  good  cow.  How  came  the  grass  there, 
can  Peter  make  one  blade  of  grass?  No,  not  one.  God 
made  it  grow.  But  Peter  can  cut  it  down,  and  as  he  cuts 
down  a  good  deal  at  the  time,  the  good  horse  is  taken  to 
the  meadow  with  the  hay  wagon  to  help  draw  Mooley's 
supper  to  the  barn.  Now  we  will  play  that  we  were  cutting 
down  some  of  the  nice  grass  ourselves,  and  sing  a  sweet 
song  for  the  baby. 

SONG  FOR  EXERCISING  THE  SPINE  AND  ARMS. 

16  young  child  sits  and  sways  back  and  forth;  the 
older  ones  stand  liiiuly  while  swinging  in  time  with  the 
s..ng.) 

MOWING  SONG.  * 

"  Peter,  to  the  meadow  go, 

And  the  grass  so  quickly  mow, 

Bring  it  home  to  mooley  cow, 

For  she  wants  her  supner  now, 

Peter,  do  not  be  so  late, 

Do  not  make  my  l>al>y  wait 

For  his  food,  from  mooley  cow. 

For  !.•  nts  liis  siij.{H'r  now,"  etc. 

What  applies   to    the    intmduetion    to  the   child  of  this 

*    Mtuic  in  "National  Kin.:  M^B  and  Play 

,      «*> 
UNIVERSITY 


106  NATIONAL   KINDERGARTEN   MANUAL. 

song  applies  to  every  other,  for  it  is  a  foolish  practice  to 
let  a  child  babble  after  us  what  has  not  previously  been 
thoroughly  explained  to  him,  and  will  not  therefore  exer- 
cise his  reflective  powers  in  the  least. 

CONTINUATION  OF  THE  BALL  PLAY, 

The  infant  is  to  be  amused  with  the  red  ball  from  day 
to  day  until  all  the  various  exercises  have  been  gone 
through  with,  or  the  child  shows  less  interest  in  its 
appearance,  when  the  blue  one  should  be  substituted. 

To-day  mamma  brings  the  little  playmate  for  baby,  she 
lifts  it  up  higher  in  the  air  and  sings  : 

"Up,  up,  up  —  down,  down,  down"  or  "higher  up  — 
lower  down  !  "  always  suiting  the  key  of  the  voice  to  the 
action.     When  she  changes  the  movement  she  sings : 

"Nearer,  nearer  —  farther,  farther  "  or  "the  little  ball 
<?omes,  the  little  ball  goes  !  It  conies  —  it  goes." 

Harry  grows  more  and  more  interested,  perhaps  he  is 
not  in  his  little  bed,  but  sitting  up  on  a  shawl  on  the 
lounge  in  the  sitting  room.  Mamma  lets  baby's  hand  take 
hold  of  the  cord  with  her's  and  makes  the  little  ball  hop 
over  the  other  little  hand  saying,  — 

"  Hop  over  here,  hop  over  there,  over  here,  over  there," 
Or  she  sings, 

"  Over  here,  over  there,  see  our  little  ball  swings, 
While  mamma  happily  to  her  little  baby  sings." 

Or  she  sings  while  swinging  the  ball,  — 

"  My  ball  it  loves  to  swing, 
And  mamma  loves  to  sing; 
So  merrily,  so  cheerily, 
Oh !  see  the  ball  can  swing. 


LECTURE   NO.    II.  107 

Or,  Swing,  swing!  to  and  fro, 

See  my  little  bailie  go ; 
Swing,  swing,  left  to  right, 
Baby  watches  with  delight."* 

Excited  to  self-action  by  all  this  play  with  mamma,  the 
baby  will  be  quite  content  to  allow  her  to  resume  her 
sewing  near  by.  When  the  ball  is  to  be  put  away,  the 
swinging  may  be  done  over  the  box  in  which  it  finally 
disappears  with  these  words,  — 

"It  didn't  go  over,  it's  gone  in  there, 

We  cannot  find  it  anywhere; 

The  little  ball  has  gone  to  rest, 

See  it  in  its  little  nest ! 

By,  by,  little  ball!" 

If  the  child  looks  sad  or  disappointed,  — 
"  Once  more  the  ball  is  here, 
To  play  with  baby  dear." 

He  can  now  amuse  himself  with  it  as  we  sing,  — 
"Round  and  round  and  round  it  goes,  to  the  right,  to  the  left. 
See  me  going  round  and  round,  never  idle  am  I  found. 
Bell  high  on  the  steeple, 
Calls  to  church  the  people. 

Ding-dong,  ding-dong, 
Ding-dong,  bell!" 

(If  the  ball  falls,  baby  is  lifted  down  to  pick  it  up  with 
mamma's  help.  ] lave  a  separate  ball  for  the  play  with 
the  child,  kept  only  for  the  lesson.) 

HVCIF.MC   Kn 

5.  In  the  spring  let  the  child  take  his  out-door  walks 
in  the  afternoon  :  in  the  autumn  let  him  go  out  in  the 
Jon-noon.  The  spring  morning  partakes  of  the  preceding 

•  Muaic  in  "Cheerful  Echoes." 


108  NATIONAL   KINDERGARTEN   MANUAL. 

season;  the  afternoon  of  the  coming  season.  In  the 
autumn  the  morning  is  more  like  summer,  the  afternoon 
like  winter. 

6.  The  whole  bath  is  to  be  preferred  to  the  partial  bath. 
98°  Fahrenheit  must  be  the  degree  of  heat  —  to  be  re- 
duced as  the  child  grows  older. 

7.  If  the  child  does  not  sleep  well,  give  him  a  bath  be- 
fore going  to  bed.     It  is  an  excellent  sedative. 

8.  Consider  what  the   child  sleeps  upon,  in  regard  to 
his  coverings.     If  on  feathers,  he  needs  only  half  as  much 
as    when   on    a   mattress.     A   famous    French   physician 
recommends  for  adults  to  sleep  with  as  light  a  covering  as 
possible,  and  not  suffer  from  cold.    The  feet  require  extra 
covering. 

EDUCATIONAL  RULES. 

5.  Prevent  a  fuss  with  your  child  by  turning  his  at- 
tention to  something  different ;  especially  is  this  efficacious 
if  the  object  is  in  motion  and  pretty. 

6.  Hang  attractive  pictures  in  the  nursery,  and  change 
them  after  a  while  for  others. 

7.  It  is  a  foolish  practice  for  servants  to  let  children 
beat  the  table  or  chair  against  which  the  child  fell  or  hurt 
himself,  as  it  develops  revengefulness. 

8.  If  a  child  is  disposed  to  be  greedy  over  his  meals, 
turn  his  attention  to  the  sources  whence  his  food  came,  or 
let  him  give  some  of  it  to  the  cat  or  dog.     Quite  the  con- 
trary course  must  be  pursued  if  the  child  is  excitable  and 
easily  diverted. 


LECTURE   NO.    III.  109 


LECTURE    No.    III. 

THE  infant  holds  the  same  relation  to  man  which  the 
tender  luid  holds  towards  the  majestic  tree.  It  is  true 
that  in  the  seed  is  already  indicated  what  will  be  the 
form,  the  (jiiality,  and  the  nature  of  the  plant;  and  light 
on  the  subject  of  rightly  influencing  the  seed  is  most 
welcome  and  to  be  eagerly  accepted.  But  it  is  also  well 
known  to  what  extent  the  plant  can  be  affected  by  culti- 
vation, by  the  removal  of  weeds  and  insects,  the  judicious 
use  of  the  pruning-knife,  a  free  supply  of  air,  sunshine  and 
water.  The  true  aim  of  all  education  should  be,  to  begin 
with  the  child  at  a  tender  age,  and  use  every  means  at 
our  command  to  modify  natural  defects  and  turn  every 
capacity  into  good  and  useful  channels.  This  heaven- 
appointed  task  has  been  more  especially  assigned  to 
woman,  and  for  this  purpose  nature  has  endowed  her  with 
love,  patience,  and  spiritual  power  of  endurance,  that  she 
might  be  the  supervisor,  yea,  the  visible  guardian-angel  of 
the  earlier  years  of  the  child's  life. 

If  we  did  not  make  the  very  great  mistake  to  imagine 
that  the  immediate  surroundings  and  the  first  experiences 
of  the  tender  baby  of  only  a  few  months  of  age  were  of 
nsequence  to  the  child's  future  life  as  well  as  to  his 
immediate  progress,  so  long  as  all  his  physical  wants  are 
satisfied  and  well  taken  care  of,  we  should  behold  a 
very  di fit-rent  generation  of  human  beings  from  those  of 
the  present  day.  One  of  the  highest  aims  of  education,  of 
moral  culture,  should  be  to  make  duty  and  goodness 
able.  This  is  the  main  object  which  the  kinder- 
garten system  keeps  in  view  and  strives  to  attain.  When 
love  for  goodness  and  a  taste  for  usefulness  is  once  awak- 


110  NATIONAL   KINDERGARTEN   MANUAL. 

ened  later  in  life,  tins  will  overcome  all  difficulties  and 
conquer  what  otherwise  would  be  very  disagreeable. 

Our  common  schools  have  no  such  results  to  show  forth. 
School  should  be  no  longer  simply  a  place  in  which  to  ac- 
quire intellectual  knowledge  or  proficiency.  It  ought  no 
longer  teach  sciences  apart  from  their  application  to  life, 
but  it  should  prepare  the  young  for  the  every-day  life  and 
work  of  their  existence.  No  one  can  become  a  master  in 
any  art  merely  by  committing  its  technical  rules  to  mem- 
ory, necessary  as  this  also  may  be.  We  are  told  in  the 
Bible  to  work  and  pray,  which  means,  to  seek  communion 
with  the  Heavenly  Father  and  come  to  him  for  light, 
wisdom,  faith,  courage,  and  strength  to  do  His  holy  will ; 
but  we  are  to  show  in  deeds  that  our  prayer  is  heard,  and 
that  the  Heavenly  Spirit  is  the  motive  of  all  our  actions. 
Mere  technical  instruction  by  books  —  good  and  necessary 
as  it  is  at  the  right  age — is,  of  course,  far  easier  to  give, 
at  least  for  the  teacher,  and  that  is,  no  doubt,  the  reason 
why  primary  teachers  who  use  the  smallest  number  of  books 
are  paid  the  least.  But  the  scholar  gets  used  to  mere 
repeating  of  facts,  and  does  it  in  most  cases  without 
thought  or  investigation. 

Following  the  normal  progress  of  a  child's  development 
we  observe :  first,  that  its  powers  germinate  and  grow ; 
secondly,  they  are  assisted  in  that  growth  and  progress 
by  exercise  ;  by  exercise  they  become  productive.  Lastly, 
the  child  acquires  a  consciousness  of  his  powers  by  seeing 
the  effects  he  produces  in  the  use  of  these  powers.  Rather 
than  simply  to  commit  to  memory,  the  young  mind  would 
prefer,  and  wishes,  to  reproduce  the  images  and  perceptions 
he  acquires,  and  to  embody  them  in  an  external  form,  when 
they  become  more  clear  to  him. 

Facts  are  better  than  words.     When  we  know  what  a 


LECTURE   NO.   III.  Ill 

thing  is,  then  the  conversations  we  hear  around  us,  and 
the  books  we  may  read  in  later  years,  are  full  of  meaning 
and  interest. 

There  are  a  thousand  facts  of  creation,  which  a  child 
ought  to  know  before  he  is  out  of  childhood,  and  about 
which  most  men  know  nothing,  so  wretched  has  been  their 
training. 

Frederick  Froebel's  system  of  education  is  based  so  en- 
tirely upon  the  nature  of  the  child  and  his  natural  require- 
ments, that  when  it  is  being  taught  and  applied  people 
seem  astonished  —  like  with  all  great  discoveries  —  that 
all  those  means  which  seem  so  simple  and  to  the  purpose 
have  not  been  known  and  in  use  before.  But  we  will  now 
proceed  to  the  practical  part  of  our  lesson. 

To-day  it  is  raining,  and  baby  cannot  go  out.  Mamma 
walks  around  with  him  for  a  short  time,  but  when  she 
wants  to  rest,  she  thinks  of  the  little  ball  just  in  time. 
She  takes  it  from  the  little  box  and  sings : 

Round  and  round  we  go ! 
To  the  right,  now  to  the  left ! 

The  child  grows  more  and  more  animated,  so  the  nurse 
or  mother  sits  down  near  the  table  and  lets  the  ball  jump 

on  one  spot  while  she  sings: 

-  Tip,  tap,  tap, 

Baby  MI>  on  mamma's  lap 
r>a!iip's  hopping,  tip,  tap,  tap, 
Tip,  tap,  tap,  tip,  tap,  tap. 

She  lets  it  hop   higher  and  pretty  soon  sings  another 

song: 

II«>p.  hop.  hop  on  high, 
Lik«-  a  bird  you  seem  to  fly. 
Jli-hcr,  higher!   higher,  SO, 
See  our  little  bailie  go. 


112  NATIONAL   KINDERGARTEN   MANUAL. 

The  ball  spins  around  upon  the  table : 

See  it  going  round  so  pretty 
Like  a  cunning  little  kitty ; 
Spin  around  yourself  my  ball, 
I'll  take  care  you  do  not  fall. 

Draw  it,  draw  it !  come  along 
While  we  sing  a  pretty  song. 
Here  it  is,  now  you  may  have  it 
Clean  it  is,  and  pretty  too, 
It  has  come  to  play  with  you. 

SONG  OF  THE  CLOCK. 

Come  and  see,  come  and  see, 

How  goes  the  clock  so  merrily ; 

The  pendulum  goes  to  and  fro, 

And  never  from  its  course  does  go. 

Swings  forward  first,  and  then  swings  back, 

Always  tic,  and  always  tac, 

Tic-tac,  tic-tac,  tic-tac. 

Clock,  in  thee  I  must  believe, 
Therf ore  you  should  ne'er  deceive ; 
Tell  me  the  time  to  work  and  eat, 
For  walking  and  for  slumber  sweet. 
Forward  swings  the  weight,  and  back, 
Always  tic  and  always  tac. 
Tic-tac,  tic-tac,  tic-tac,  tic-tac. 

The  ball  hopping  from  the  table  into  the  box  and  out ; 

Catch  it,  hold  it,  there  it  is ! 
Gone  again,  now  how  is  this? 
Down  it  dives,  and  now  'tis  trying, 
Like  a  birdie,  it  would  be  flying ; 
Now  it  rolls  away  from  here, 
But  we'll  pull  it  back,  my  dear. 


I.KCTURE   NO.    III.  113 

The  bull  is  swung  in  a  larger  circle,  then  a  smaller  one: 

Ball,  we  hold  you  by  the  string, 
Soon  around  yourself  you'll  swing, 
Always  larger,  always  larger, 
Always  smaller,  always  smaller. 

After  a  while,  mamma  sings  again  : 

Over  here,  over  there,  see  our  little  bally  swings, 
While  mamma  happily  to  her  little  baby  sings. 
It  did'nt  go  over,  it's  gone  in  there,  — 
We  cannot  find  it  anywhere. 

Harry  looks  sad,  but  mother  lets  baby  peep  into  the 
and  he  laughs  to  see  it  come  out  again  to  continue 
still  longer  to  be  his  little  playfellow  ;  and  now  he  shall 
play  alone.  Mother  seats  the  baby  upon  the  bed  on  some 
old  shawl  with  pillows  behind  him,  and  baby's  hands 
are  getting  ready  to  take  the  ball.  She  first  withdraws  it 
several  times  and  sings  : 

Take  the  ball  so  soft  and  bright, 
1'iaby's  hand  can  hold  it  tight, 

When,  finally,  the  ball  is  to  be  put  away: 

\v  the  ball  must  have  some  rest  ; 

I)n»p  it,  in  its  little  nest. 
bye. 

When   the  baity  i>   t'n-iful,  nurse's  fingers  drum  against 
tin-  windiiw  nr  «.ii  tin-  talih-.  and  she  sings: 

1.  Five  fanners  are  coming  in  full  gallop, 
1  hear  them  coming,  hop,  hop,  hop; 
Whom  do  you  want  to  see  in  here? 
We  want  to  see  your  baby  dear. 
(  Mi  !  my  good  farmers,  hear  her  cry, 
To  pleas*  •  DO  u<e  to  try. 


eri.-s  and  frets.  I  know  not  why, 
But  she'll  be  better  by  and  by. 


114  NATIONAL   KINDERGARTEN   MANUAL. 

My  baby  dear,  that  will  not  do, 
We  want  to  sing  some  songs  for  you ; 
Your  fretting  so  sends  us  away, 
We'll  call  again  another  day. 

Nurse  drums  again,  when  the  child  is  in  good-humor 

2.  Five  farmers  are  coming,  just  look  and  see ; 
They're  tying  their  horses  to  a  tree. 
Whom  do  you  wish  to  see  in  here  ? 
We  want  to  see  your  baby  dear. 
They  say,  he  is  the  sweetest  child, 
Just  like  a  lamb  so  meek  arid  mild. 
Like  a  cooing  little  dove, 
He  returns  his  mother's  love, 
We  would  like  to,  if  we  can, 
Kiss  this  darling  little  man ; 
[If  a  girl :  Wre  would  like  to  give  a  kiss 
To  your  darling  little  miss.] 
Come,  come,  come  and  see, 
How  good  our  little  pet  can  be ; 
Come  and  see  how  full  of  glee 
Our  little  pet  can  be. 
Good-bye,  good-bye,  good-bye. 
They  are  going  off  in  full  gallop, 
Oh  !  see  them  going,  hop,  hop,  hop, 
Come  again,  come  again  good  farmers  here, 
To  see  our  little  children  dear. 


SONG  FOR   EXERCISING  BABY'S   SPINE. 

(Baby  is  sitting  on  the  bed  or  carpet,  while  nurse  gently 
holding  his  hands  lets  him  fall  in  time  with  the  song :) 

FALLING     SONG. 

3.  Down  my  little  pet  is  falling, 
But  it  does  not  hurt  at  all. 
Hear  her  cooing,  laughing,  calling, — 
Down  again  she  wants  to  fall; 


i,K<Tn:i-:  NO.   nr.  115 

For  \\ith  mamma  (Katie)  she  is  playing, 
And  no  harm  or  ill  is  near. 
||  :  Well  she  knows  it  will  not  hurt  her, 
Down  goes  baby  without  fear :  ||  * 

HYGIENIC   RULES. 

9.  Darken  the  room  where  baby  is  sleeping,  but  not 
by  draperies  around  his  crib,  which  retain  the  bad  air. 

10.  Never   let   baby   ride   in   a   carriage    till    he   can 
sit  up.     The  jar  to  his  brain  when  in  a  lying  position  is 
injurious.     Let  him  be  carried  in  arms  till  lie  can  uit  up. 

11.  Be  careful  about  having  baby's  head  resting  too 
much  on  the  hard  arm  of  the  nurse  during  the  first  month. 
Thousands  of  children  die  with  convulsions  because  the 
soft  bones  of  the  head  are  made  to  press  together. 

1  '2.  If  baby's  bed-room  is  used  for  a  sitting-room,  then 
be  sure  to  let  every  one  leave  for  a  short  time  at  night, 
and  open  the  windows  to  change  the  air  before  the  baby 
is  put  to  bed. 

EDUCATIONAL  RULES. 

9.  Do    not  take  the  baby   up   the   minute  he    wakes 
nj),   but  let  him  first  get  fully  awakened  and  lie  a  few 
minutes,   it   IK-   is  not  crying.     This  prevents  a  tyrannical 
disposition. 

10.  lict'rain  from  giving  positive  commands  to  a  little 
child.     Give   him  the  habit  of  obedience,  but  it  is  not 
wise  to  interrupt  the  child's  piny  by  an  order.     Leave  him 
as  much  as  possible  to  himself,  and  so  far  as  it  can   be 
done  without  injury,  let  him  learn  the  consequences  of  his 


•  Music  for  1,  2,  is  in  "Cheerful  Echoea;"  for  No.  3  la  In  "  National  Kindergarten 
nul  I'lays." 


116  NATIONAL   KINDERGARTEN   MANUAL. 

own  actions.    Too  much  cautioning  and  forbidding  is  to- 
be  guarded  against.  * 

11.  Be  careful  to  consider  if  a  child's  wish  shall  be 
gratified  or  denied  before  you  give  your  reply.     To  grant 
it   afterwards    because   the   child   teazes   or  cries  is  inju- 
dicious.    We  are  apt  to  be  too  quick  in  our  refusals  of 
innocent  requests,  which  may  perhaps  inconvenience  us 
somewhat. 

12.  A  wise  mother,  on  hearing  a  child  fret,  gives  him 
something  to  eat  before  settling  the  question  of  right  or 
wrong.    Many  little  ones  become  troublesome  when  hungry, 
but  are  too  much  absorbed  in  their  play  to  know  what  is 
the  matter. 


LECTURE    No.    IV. 

A  GREAT  man  has  said :  "  Let  me  make  the  songs,  and 
I  care  not/who  shall  make  the  laws"  Perhaps  he  did  not 
overestimate  the  powerful  influence  of  songs  over  the 
human  heart.  The  cradle-songs  which  have  been  handed 
down  from  generation  to  generation,  are  pretty  much 
alike  in  all  generations.  Of  such  traditional  lore,  Froebel 
collected  what  would  suit  his  purpose  best.  For  cen- 
turies, the  mother's  instinct,  impelled  by  the  desire  to 
amuse  her  child,  lias  been  inventing  little  plays  for 
the  exercise  of  his  limbs,  which  have,  of  course,  con- 
tributed somewhat  to  their  development,  but  only  in  an 
imperfect  manner,  as  everything  must  be  where  affection 

*  I  know  a  young  man,  whose  mother  made  the  mistake  of  cautioning  him  every  time 
he  Aveut  out  of  her  sight  during  his  childhood.  He  was  in  the  habit  of  looking  out  to 
the  right  and  left,  to  see  if  any  danger  was  approaching.  Instead  of  a  strong,  manly, 
erect  form,  his  head  and  shoulders  were  somewhat  thrown  forward,  and  an  expression 
of  timidity  is  notable  on  his  amiable  countenance. 


LECTURE   NO.    IV.  117 

is  nut  guided  by  wisdom.  This  playing  was  often  nothing 
but  a  thoughtless  tossing  or  dandling,  because  mothers 
and  nurses  had  not  the  proper  end  in  view  —  the  strength- 
ening of  the  limbs  and  the  awakening  of  all  the  dormant 
faculties  of  the  soul.  No  mother  plays  with  her  baby 
silently,  and  she  has  early  learned  from  experience  that 
rythmical  sounds  give  from  the  very  beginning  the  most 
pleasure  to  the  baby,  and  that  it  proves  a  wonderfully 
effective  power  to  soothe  the  nerves,  and  remove  un- 
easiness. Those  who  yet  remember  with  tender  emotion 
the  lullabies  with  which  a  mother's  voice  hushed  them  to 
sleep,  will  understand  Froebel,  who  sees  in  these  songs, 
which  accompany  the  first  infantile  plays,  the  means  of 
developing  the  child's  emotional  nature. 

Very  much  of  the  benefits  and  the  success  of  the  Kinder- 
garten training  is  invisible  at  the  time  ;  it  is  negative,  and 
tfl  in  preventing  harm.  Then  again,  its  positive  suc- 
cess is  so  simple  that  it  cannot  be  expected  to  attract 
more  notice  with  people  who  are  always  expecting  imme- 
diate results,  than,  for  instance,  fresh  air,  pure  water,  or 
the  merits  nf  the  family  physician,  who  keeps  the  family 
from  gi'tting  sick.  But  as  applied  in  the  nursery,  the  in- 
creased heal tli fulness  and  happiness  of  the  baby  reacts 
upon  the  mother,  and  the  whole  family  circle  are  made 
better  and  happier  by  the  use  of  the  system. 

••The  ball  is  used  in  a  great  variety  of  plays,  both  in 
the  nursery  and  the  kindergarten,  and  becomes  the  centre 
of  a  little  world  of  beauty,  life  and  pleasure  to  the  young 
child:  the  vehicle  and  source  of  a  great  fund  of  inform- 
ation,-•- the  material  for  the  unlimited  exercise  of  his 
:s.  For  he  sees  the  little  ball  moving  to  and  fro, 
before  his  eyes;  approaching  him  and  then  receding  from 
him.  lie  has  held  it  in  his  little  hands;  recognizing  it 


118  NATIONAL   MINDEKGARTEN   MANUAL. 

unconsciously  as  a  thing  that  has  an  existence  separate 
from  his  own,  and  yet  capable  of  entering  into  more  or 
less  intimate  relations  with  him  :  and  these  motions  or  set 
of  movements  being  accompanied  by  appropriate  words  or 
music,  they  may  be  multiplied  and  varied  at  pleasure. 
Occasionally  other  objects  may  be  used  instead  of  the 
ball  in  order  to  direct  the  child's  attention  to  noticing  the 
same  qualities  or  the  same  form,  and  by  repetition  of  the 
same  experiences  as  with  the  ball,  to  corroborate  the 
teachings  with  the  ball.  Sometimes  two  or  more  balls  may 
engage  in  this  play,  but  care  must  be  taken  that  this  prac- 
tice is  not  carried  too  far,  for  fear  of  scattering  the  child's 
attention,  or  of  confusing  or  blurring  his  conceptions. 
The  representative  syllables  that  accompany  certain  mo- 
tions must  be  simple,  and  the  same  or  similar  motions 
must  always  be  attended  by  the  same  or  similar  words, 
syllables  or  sentences.  This  will  not  only  hasten  clear 
perception  on  the  part  of  the  child,  but  will  also  enable 
him  to  succeed  sooner  in  his  efforts  to  repeat  the  sounds 
and  learn  to  speak.  Again,  the  child  must  not  be  sur- 
feited with  too  much  sameness  and  monotony,  or  confused 
with  too  much  variety.  The  first  tires  out  the  child's 
attention ;  the  second  gives  him  no  chance  to  fix  his  at- 
tention upon  any  thing  or  motion  long  enough  and  dis- 
tinctly enough  to  obtain  a  clear  idea  thereof. 

Above  all,  the  activity  of  the  mother  or  nurse  must 
never  drown  or  unnecessarily  interrupt  the  self-activity 
of  the  child ;  for  it  must  be  remembered  that  the  child  is 
self-active  not  only  when  he  moves  or  cries  or  tries  to 
talk,  but  also  when  he  looks  and  listens ;  when  he  attends 
more  or  less  consciously  to  any  impressions  upon  any  one 
of  his  senses,  or  even  when  he  muses  in  a  half-wakened 
condition.  A  boisterous,  rude  voice,  violent  motions  from. 


LECTURE    NO.    IV.  119 

too  much  tossing  up,  fast  talking,  or  too  much  caressing  and 
many  other  well-meant  practices,  which  the  child  is  subject- 
ed to  by  the  mother,  nurse,  or  visitors,  may  in  such  cases 
do  a  great  deal  of  harm,  by  interrupting  the  child's  whole- 
some quiet  or  self-activity.  On  the  contrary,  the  judicious 
mother  or  nurse  will,  in  all  her  actions,  in  the  character  of 
her  words,  adapt  herself  to  the  child  in  its  efforts  to  learn 
and  to  do ;  and  the  uniform  good-humor  of  the  child  as 
well  as  the  rapid  development  of  all  its  powers,  physical, 
mental,  and  affectional,  will  prove  how  well  she  does  her 
part  of  the  educational  work." 

"  If  after  a  child  can  walk,  run  or  jump,  his  young  limbs 
need  varied  and  systematic  exercise  for  the  muscles,  how 
much  more  does  he  require  them  before  self-activity  com- 
mences. Common  gymnastics  are  designed  to  exercise 
and  develop  every  muscle,  but  such  exertion  would  tire 
young  children.  His  interest  must  be  awakened  in  various 
directions,  that  he  may  be  made  happy  and  joyous.  A 
child  is  ever  willing  to  show  his  height,  while  he  is  apt  to 
be  unwilling  to  stand  erect  or  to  stretch  out  his  arms  to 
no  purpose.  There  must  be  a  meaning  to  all  there  is 
done  with  a  child,  suited  to  his  comprehension,  such  as  is 
furnished  in  Froebel's  play-gymnastics.  The  exercise  for 
the  body  is  in  them  made  also  an  exercise  of  all  the  soul- 
oi-uns,  as  it  were,  and  the  first  playful  activity  of  the 
child  becomes  tin;  start  ing-point  for  further  development 
and  advancement  in  the  kindergarten." 

All  tin;  little  songs  which  are  given  for  the  amusement 
and  benefit  of  the  infant  will  be  found  to  be  very  enter- 
taining and  pleasing  to  older  children.  To  these  they 
should  be  introduced  in  the  shape  of  a  little  story  or  con- 
lion,  as  it  is  done  in  the  kindergarten.  Thus  with 
the  \veatlier-viine  song  for  exercising  the  wrist,  it  is  well 


120  NATIONAL   KINDERGARTEN    MANUAL. 

to  introduce  it  when  some  object  is  seen  moving,  such  as 
the  weather-vane  or  a  flag;  we  may  ask  what  objects  they 
have  ever  seen  moving,  such  as  clothes  on  the  line,  the 
branches  of  a  tree,  birds,  etc.,  children  will  enjoy  the  song 
much  better  if  they  imagine  that  they  are  representing 
some  animate  thing  that  has  come  under  their  observation. 
By  questioning  a  child  about  what  makes  things  move, 
you  will  lead  him  to  find  out  that  it  is  the  wind  which 
makes  them  move  in  some  cases. 

"  We  cannot  see  the  wind,  yet  we  can  see  what  it  does. 
What  else  is  there  that  you  know,  and  yet  you  cannot 
see  it?" 

Eva?  "I  can  hear  }^ou  speak,  but  I  cannot  see  the 
words." 

"Well,  Stuart?" 

"  I  can  smell  the  hay  in  the  dark." 

"Rosie?" 

u  I  can  taste  the  sugar  in  my  candy  when  my  eyes  are 
shut." 

"So  you  can;  that  is  because  you  can  taste  it.  And  I 
can  feel  the  warm  sun,  or  in  the  winter  I  can  feel  the  snow 
and  ice  without  seeing  it.  Yes,  and  more  yet,  dear 
children.  You  cannot  see,  hear,  smell,  touch  or  taste  love, 
still  you  all  know  that  your  mamma  loves  you,  and  we 
all  know  how  much  God  loves  us  by  the  thousands  of 
good  gifts  he  bestows  upon  us.  Name  one,  Bertha?"  etc. 

In  the  Kindergarten  when  the  weather  is  stormy  out- 
side, or  the  room  is  rather  cold,  and  the  time  has  not  come 
for  the  movement  games,  the  wind  exercise  never  fails  to 
get  the  children  into  a  fine  glow  of  warmth  through 
activity. 

After  a  few  questions  have  been  asked  on  the  nature 


LECTTILK    NO.    IV.  1  l!l 

and  causes  of  the  wind,  which  they  know  is  simply  air  in 
motion,  children  are  led  to  find  out  that  we  need  the 
circulation  of  air,  so  as  to  bring  sweet,  fresh  out-door  air 
into  the  apartments  to  take  the  place  of  the  bad  air  within  ; 
that  the  fires  could  not  burn  without  air  or  wind;  the  older 
children  learn  that  no  sound  could  be  heard  without  air 
to  carry  it,  that  water  would  stand  a  long  time  in  the 
streets  without  the  wind  to  dry  it  up,  no  sailing  vessels 
could  move,  no  bird  could  fly,  that  the  good  wind  scatters 
the  seeds  so  that  they  need  not  have  to  lay  too  closely 
planted,  etc.,  etc.  Then  a  little  story  follows  about  sitting 
in  an  arbor  taking  tea,  when  Charlie,  the  child  in  the 
group,  observes  how  very  quiet  it  is,  that  not  a  leaf  is 
stirring.  "It  is  a  calm, my  child,"  the  kindergartener  con- 
tinues the  story,  "  no  ships  can  move :  oh  I  hope  we  may 
have  some  wind  ere  long;  yes !  now  the  leaves  are  stirring, 
a  soft  zephyr  is  kissing  our  cheeks,  we  call  it  zephyr  —  it 
is  as  soft  as  the  wool  our  little  balls  are  made  of.  4  But  see 
that  black  cloud !'  Charley's  father  exclaims:  'it  is  com- 
ing swiftly  this  way:  hear  the  breeze  which  has  sprung  up, 
—  let  us  hurry  into  the  house  ere  the  storm  breaks  in  on 
us  ! "  As  soon  us  the  family  had  safely  reached  the  house 
\vith  all  the  tea-things,  the  rain  began  to  descend."  All 
the  children  follow  the  story  by  acting  it  out :  they  sit  at 
first  very  <iuietly,  and  when  the  word  zephyr  is  mentioned, 
they  gently  rub  the  palms  of  their  hands.  This  they  do 
r  when  the  breeze  springs  up,  with  a  soft,  hissing 
:  and  when  it  begins  to  rain,  their  lingers  imitate  the 
palter  on  the  tables,  while  the  teacher  tries  to  imitate  the 
rolling  of  thunder.  After  the  rain  a  mtorin  is  an- 
nounced: they  stamp  with  both  feet  as  hard  as  they  ciin, 
keeping,  however,  in  their  seats  until  the  teacher  lifts  her 
linger,  when  the  calm  takes  place  again. 


122  NATIONAL   KINDERGARTEN   MANUAL. 

The  cultivation  of  the  senses  is  very  important,  and  a 
very  different  thing  from  the  gratification  of  the  senses. 
True,  high  and  noble  enjoyment  can  only  be  had  through 
their  discipline  and  culture,  and  is  the  sole  means  of  avert- 
ing low,  coarse  sensuality  as  unworthy  of  man.  The  sense 
of  taste  is  the  first  to  develop.  The  child  should  not  be 
allowed  to  devour  his  food  greedily,  but  be  made  to  dis- 
tinguish different  kinds,  as  in  a  higher  sense ;  the  taste  is 
afterwards  to  be  developed  and  cultivated.  While  giving 
food,  the  mother  might  sing  to  the  child  a  song  indicating 
the  sources  of  articles  of  food,  or  allow  him  to  give  some 
to  the  cat,  bird  or  dog,  while  taking  his  own  meal.  In 
this  way  the  child's  attention  is  diverted  and  directed 
to  something  higher  than  mere  self-gratification.  With 
delicate,  nervous  children,  who  do  not  think  enough  of 
eating,  and  are  diverted  by  the  slightest  provocation,  we 
pursue  the  opposite  course. 

"  All's  gone,  all's  gone,  all's  gone. 
What  was  here,  now  is  gone; 
What  was  upper,  now  is  under  ; 
Where's  his  supper  gone,  I  wonder  ?  " 

LADY  BAKER. 

"  Peter,  to  the  meadow  go,"  etc.,  is  also  useful  to  sing 
when  we  think  the  child  has  had  enough  to  eat. 

The  sense  of  smell  should  be  cultivated,  by  causing  the 
child  to  smell  of  various  kinds  of  flowers,  when  we  sing 
the  "  Sneezing  Song."  * 

"Now  my  little  pet  may  smell,  hat-zee!   (sneezing). 

Of  this  pretty  flower,  and  tell,  hat-zee  ! 

How  it  comes  to  smell  so  fine,  hat-zee ! 

Shall  I  tell  you,  baby  mine  ?  hat-zee  ! 

A  little  angel  may  be  hid,  hat-zee  ! 

Beneath  this  pretty  flower-lid,  hat-zee  ! 

*  Music  in  National  Kindergarten  Songs  and  Plays. 


I.KCTURE   NO.    IV.  123 

Who  wants  to  give  pleasure,  hat-zcc  ! 
TII  my  little  treasure,  hat-zee! 
Baby  shall  enjoy  the  smell,  hat-zee ! 
Of  the  flowers  we  love  so  well,  hat-zee !" 

PLAYIM;   WITH  THE  HALL.     (Continued). 

The  box  with  the  little  ball  is  standing  all  ready. 
Mamma  takes  the  blue  one  out  to-day,  and  swings  it 
round  and  round.  Hut  instead  of  singing,  "Round  and 
round  and  round  we  go,  —  to  the  right,  to  the  left," 
mamma  swings  it  round  first  in  a  wide  circle,  then  in  a 
narrow  one,  singing, 

"  Always  larger,  always  larger, 
Ever  smaller,  ever  smaller," 
or, 

"  Ball,  we  hold  you  by  the  string ; 
Soon  around  yourself  you'll  swing." 

Then  she  lets  the  ball  hang  down  in  a  vertical  line,  spinning 
round  itself,  while  she  makes  a  purring  noise,  and  then 
sings,  "  Turn  around  yourself,  my  ball ;  I'll  take  care  that 
you  don't  fall:" 

"  Quicker,  quicker,  faster,  so, 
See  our  little  ball  can  go." 

As  tlif  (juirk  motion  maybe  too  severe  for  the  young 
rhild'  the  mother  changes  in  her  play,  and  sings 

while  she  lets  the  ball  hop  on  the  table,  then  into  the  box, 
with  the  words: 

"  Catch  it,  hold  it !     Here  it  is ! 

Gone  again,  my  little  miss. 

Down  it  dives,  and  now  it's  trying  — 

Like  a  bird,  it  would  b^  flying; 

Now  it  rolls  ;i\\av,  you  see; 

ISnt  I'll  pull  it  back  to  thee." 


124  NATIONAL   KINDERGARTEN   MANUAL. 

The  larger  children  in  the  Kindergarten  can  have  a 
simple  object-lesson  preceding  the  Clock  Exercise  with  the 
balls. 

"  The  system  of  the  pendulum-beats,"  says  Froebel,  as 
translated  in  "  Froebel's  Mother  Play  and  Nursery 
Songs,"  "  has  something  very  attractive  —  the  motion,  the 
wheelwork,  the  apparent  life  in  the  clock,  the  mechanism, 
and  especially  the  mystery  of  its  workings  —  all  have,  no 
doubt,  a  great  charm  to  the  child;  but  the  whole  attrac- 
tion does  not  lie  therein.  I  am  quite  certain  that  a  deep, 
semi-conscious  sense  of  the  importance  of  time  lies  at  the 
foundation  of  the  child's  attraction  to  the  timepiece  and 
the  pleasure  he  takes  in  the  play  of  the  clock.  It  is,  there- 
fore, advisable  to  teach  the  child  early  to  be  regular  and 
systematic  about  everything,  and  to  notice  the  value  of 
time."  When  you  show  him  the  picture  accompanying  the 
song  of  the  clock,  where  Kitty  is  washing  herself,  you 
may  say  : 

"  See  how  very  neat  and  pretty 
Wants  to  be  our  little  Kitty ; 
It  surely  expects  to  see 
Some  of  my  friends  to  visit  me." 

"  Come  to  me,  dear  child,  we  will  make  you  clean  and 
sweet  too,  to  meet  our  dear  friends  whom  we  expect  so 
soon.  Your  father's  eyes,  so  clear  and  bright,  will  expect 
to  see  a  clean  little  child,  the  clean  little  flowers  (or  snow- 
flakes,  in  accordance  with  the  season),  the  dear  little  birds 
or  doves  all  are  coming  to  see  him: 

"  To  make  himself  one  with  such  visitors  sweet, 

My  child  must  be  clean,  (Helen,  Harry)  must  be  neat." 

But  you  have  visitors  all  the  time  :  either  the  bright 
rays  of  the  sun,  or  the  silvery  moon,  or  shining  stars,  come 
to  visit  Harry,  and  see  how  good  and  clean  he  is. 


LECTURE   NO.    IV.  125 

The  play  of  the  clock  is  very  simple  with  or  without  the 
ball.  The  bal>y  may  be  sitting  on  your  lap,  with  one  arm 
free,  which  can  be  moved  by  mamma,  pendulum-fashion, 
alternating  the  right  and  left  arm ;  and  if  the  child  is  old 
enough  to  stand,  both  arms  may  do  the  motion,  then  al- 
ternately the  legs  may  go  through  the  exercise.  In  the 
kindergarten  the  children  each  have  a  ball  of  a  color  of 
their  own  selection,  about  which  each  one  has  told  a  little 
rhyme;  they  stand  with  heels  together,  up  straight,  and 
the  ball  representing  the  pendulum  swings  first  forward  and 
back,  the  second  time  from  right  to  left,  to  the  "Song  of 
the  Clock":* 

'•  I  Jell,  high  on  the  steeple, 
Culls  to  church  the  people  : 
Bim,  bom,  him,  bom, 
Bim,  bom,  bell." 

EDUCATIONAL  RULES. 

18.  ('oiitrol  your  fears  in  the  presence  of  a  child. 
Give  always  the  example  of  faith  in  God's  protecting 
care.  During  a  thunder-storm  improve  the  opportunity 
of  calling  the  child's  admiration  for  the  lightning,  while 
quietly  taking  every  precaution  against  danger. 

14.  Do  not  lead  a  child  into  temptation.  If  there  is 
anything  lie  particularly  wants,  keep  it  out  of  sight.  Do 
not  expect  from  a  child  what  an  adult  can  hardly  do  in 
the  matter  of  self-control  or  self-denial. 

1").  Have  a  soft  couch  in  the  nursery  for  discipline. 
If  baby  is  tired,  we  tell  him  he  will  feel  all  right  after 
lying  there  a  while. 

!»'..      Let  children  thank  servants  for  services  done. 

*  Also  see  "  Hells  on  the  Steeple  "  and  "  The  <  'lumen,"  in  "  Cheerful  Echoes." 


126  NATIONAL  KINDERGARTEN  MANUAL. 

HYGIENE. 

13.  Hold  baby  in  an  upward  position  after  he  has  been 
fed,  even  if  he  is  asleep.     Let  the  little  head  rest  on  your 
shoulder,  and  after  a  few  minutes,  you  will  hear  the  air 
come  up,  which  he  drew  in  with  the  spoon  or  bottle.     He 
will  rest  much  better  and  longer  than  if  he  is  laid  down 
immediately  after  eating. 

14.  Use  burned  linen  rags  and  scorched  flour,  to  put 
on  bab}^'s  sores,  in  place  of  powder. 

15.  Do  not  ride  the  baby  backwards ;   and  guard  the 
child's  eyes  from  the  sun.     Never  have  attractive  things 
placed  in  a  such  a  position,  near  the  cradle,  that  it  will  re- 
quire an  effort  for  him  to  look  at  them.     They  want  to 
l>e  placed  so    that  the    eye    can  reach   them  easily   and 
naturally. 

16.  Follow  nature  as  much  as  possible  in  the  care  of 
children. 

Every  hour  a  child  sleeps  is  so  much  capital  for  him  to 
draw  on  in  future  days.  The  room  should  be  quiet  and 
dark.  Do  not  even  wake  the  baby  to  administer  medi- 
cines, but  state  the  irregularities  to  the  doctor  when  he 
comes.  Keep  visitors  away  from  the  sleeping  child. 


LECTURE    No.   V. 

DELIVERED  BY  WILLIAM  WALKER,   ESQ.,  TO  KINDER- 
GARTEN NORMAL  CLASS,  MANCHESTER,  ENGLAND. 

Nursery  influence,  the  subject  on  which  I  am  to  address 
you,  affords  matter  rather  for  half  a  dozen  lectures,  than 
for  half-an-hour's  address.  To  make  the  subject  tangible, 
we  will  look  rapidly  at  — 


LECTURE   NO.    V.  127 

The  place  occupied,     -    -         Nursery. 

44    occupants,    -----     Children. 

44    managers,    -----     Mothers  and  Fathers. 

44    consequent  issues,     -     -     The  Lives. 
But  we  will  take  the  occupants  first. 

The  occupants  are  given  of  God,  or  rather  lent  for 
training,  —  and  are  to  go  back  to  God,  —  at  once  the  most 
helpless,  yet  most  solemn  and  interesting  of  creatures.  I 
watch  the  lambs  of  the  field,  that  have  seen  daylight  only 
a  few  hours,  gamboling  and  jumping  together  with  the 
delight  of  life,  and  following  inevitably  the  instincts  of 
their  nature.  But  with  the  human  lamb  put  into  our 
charge,  how  long  it  does,  or  at  least  ought,  to  eat  and 
sleep,  before  the  organs  by  which  it  is  to  gain  knowledge 
of  the  outer  world  develop,  and  then  how  gradually !  Take 
even  one  organ,  the  eye  at  first  it  sees  things  indistinctly, — 
as  they  appear,  and  not  as  they  are,  for  instance,  without 
any  idea  of  space,  and  it  is  only  by  a  slow  process  that  a 
true  knowledge  of  surroundings  is  gained.  This  is  not 
the  place  or  time  to  speak  of  the  house  —  the  body  —  in 
which  dwells  this  immortal  germ  which  has  to  be  devel- 
oped. Though  it  is  so  important,  we  have  not  time.  Suf- 
fice to  sav.  that,  if  from  personal  experience  we  reflect 
on  the  delicate  and  subtle  connection  and  sympathy  be- 
tween mind  and  body,  we  shall  see  how  fearfully  and 
wonderfully  we  are  made.  If  the  house  in  which  the  soul 
lias  to  live,  is  uncomfortable,  the  tenant  will  not  be 
happy,  or  thrive  well :  and  many  a  soul  is  injured  or  ruined 
in  the  nursery. 

Children  should  be  laughing  and  playing,  or  eating  plain 
i'ood,  and  sleeping.  Plaii  is  the  A//.V////-.VX  of  a  r/tild.  You 
cannot  think  how  much  it  exercises  itself  and  teaches  itself 
in  play,  it'  it  be  really  proper  play. 


128  NATIONAL   KINDERGARTEN   MANUAL. 

And  now  a  word  about  the  nursery.  The  fashion  of 
modern  life  is  very  tyrannical  and  touches  even  the  nur- 
sery. Whilst  in  very  many  cases  the  drawing-room,  din- 
ing-room, and  other  rooms  in  the  house  are  fitted  with 
rarest  appointments,  how  seldom  do  we  find  the  furniture 
and  appointments  of  the  nursery  bearing  any  resemblance 
to  these  as  regards  fitness  ;  and  yet,  if  we  could  ask  some 
high  intelligence,  who  sees  the  end  from  the  beginning, 
which  is  the  most  important  room  in  the  family  house,  we 
imagine  it  would  not  be  the  drawing  room  or  the  break- 
fast-room, or  the  library,  but  the  nursery,  where  dwell  the 
little  immortals.  What,  then,  should  the  nursery  be  ?  The 
nursery  should  be  the  roomiest,  cheeriest,  airiest  and  most 
comfortable  room  in  the  house.  Because  the  walls,  the 
furniture,  the  very  carpet,  will  influence  the  child,  —  these 
should  be  wisely  suited ;  but  I  very  much  doubt  whether 
we  could  find  an  upholsterer  in  this  great  city  who  has 
ready  for  immediate  use  an  entire  suite  of  nursery  fur- 
niture. 

What  ought  we,  then,  to  expect  to  find  in  a  well  adapted 
nursery,  where  there  is  a  family  of  three  or  four  children  ? 
Besides  a  hundred  and  one  things,  there  would  be  the 
nursing-chair  —  easy,  without  arms;  small  seats,  various; 
low  tables,  and  no  sharp  angles  to  anything,  but  rounded; 
always  a  large  but  not  soft  crib  in  a  quiet  corner,  for  dis- 
cipline ;  thus,  where  there  is  society  there  must  be  law, 
and  where  there  is  law  there  must  be  punishment.  But 
here  arises  one  of  the  greatest  difficulties  of  a  wise  govern- 
ment, whether  national  or  nursery.  Let  us  see  how  the 
Great  Father  does.  Take  the  case  of  one  of  his  favorite 
servants  and  children,  as  recorded  in  the  Old  Book.  The 
man  was  very  angry ;  things  had  not  gone  as  he  wanted ; 
he  was  impatient  and  asked  that  he  might  die.  The  Lord 


LKCTTKK    NO.    V.  129 

did  not  scold  him,  but  got  him  into  the  wilderness,  and  lie 
slept  under  ti  juniper-tree — the  stillness  might  soothe 
him  ;  he  awoke,  but  the  Lord  did  not  scold  him.  There 
was  food,  and  he  ate;  then,  even,  the  Lord  did  not  scold; 
but  he  slept,  and  ate  again.  A  tornado  of  wind  is  de- 
scribed, l)ii t  he  did  not  see  God  in  it.  An  earthquake  fol- 
lowed, but  he  was  not  conscious  of  God  in  it ;  nor  in  the 
fire  which  followed  that;  but  it  was  the  still  small  voice 
which  touched  his  heart,  and  made  him  wrap  his  face  in 
his  mantle.  Now,  in  many  cases  it  is  unwise  to  scold  a 
child  or  punish  it  directly,  especially  when,  as  for  aught 
we  know  was  the  case  with  Elijah,  this  naughtiness  might 
arise,  perhaps,  from  a  disordreed  stomach,  or  something  of 
thai  sort.  We  will  suppose  a  little  one  is  naughty.  Don't 
say  so,  but  "  Baby  is  not  very  well ;  baby  must  lie  down." 
Lay  it  down  on  a  nice,  airy  mattress,  throw  the  neat  cov- 
erlet over  it.  Sleep,  in  such  a  case,  is  the  best  physic. 

One  of  the  great  features  of  the  kindergarten  system  is 
the  way  in  which  useful  information  is  given,  without  un- 
due excitement  of  the  brain  —  in  fact,  in  the  philosophy 
of  the  toy*  —  or,  as  they  are  called,  "  gifts."  I  use  the 
WOK!  k-  philosophy  M —  alas  !  we  want  more  of  it  now-a-days 
than  we  practice  in  furnishing  the  nursery.  There  was 
more  philosophy  in  our  grandmothers,  when,  instead  of 
merely  going  to  the  shop  and  buying  for  much  money  the 
richly-bedecked  and  unsuitable  doll,  there  was  the  search 
into  the  mysterious  and  wonderfully  interesting  "rag-ba^-." 
where  was  to  be  found,  for  the  first  doll  at  least,  a  very 
selection  of  all  kinds  of  prints,  muslins,  silks,  ilan- 
nels,  piping,  gimp,  trimmings,  etc.,  "all  to  be  obtained 
at  under  coxt ]>r'«;  .'*  And  then  the  fun  (really  the  lesson) 
in  planning, cutting, fitting,  and  in  making  real  clothes  for 
the  doll,  instead  of  learning  to  sew,  and  pricking  the  fin- 


130  NATIONAL    KINDERGARTEN   MANUAL. 

gers  in  having  to  hem  a  duster.  Toys  should  be  such  as 
will  have  a  useful  tendency —  not  merely  to  amuse  (except 
in  case  of  babies),  but  as  constructive  toys.  Take  one  ex- 
ample, the  beveled  brick.  With  a  box  of  these  bricks  a 
child  would  at  once  understand  the  principle  of  an  arch, 
of  which  it  may  be  said  that  the  world  rolled  round  for 
4,000  years  ere  it  was  discovered  or  turned  to  practical 
account. 

Except  in  the  early  stages  of  childhood,  toys  should  be 
as  far  as  possible  constructive,  so  as  to  lead  to  an  acquaint- 
ance with  fundamental  shapes,  sections  of  cubes,  pyramids, 
cones,  etc. 

The  walls  of  the  nursery  may  be  made  to  the  child  of 
greater  value  than  the  walls  of  the  drawing-room  to  its 
parents,  though  covered  with  its  .£1000  worth  of  draw- 
ings. Let  the  coloring  be  quiet  and  agreeable  in  tone. 
An  annual  wash  of  color  with  lime  in  it  will  be  all  the 
better  for  health.  Let  there  be  rails  on  which  to  pin  or 
from  which  to  suspend,  suitable  drawings.  Picture  are  the 
books  of  a  young  child.  What  a  library  is  to  up-grown 
persons,  pictures  are  to  children,  the  only  book,  in  fact, 
which  they  can  read.  It  is  a  solemn  truth  that  character 
is  much  affected  by  the  kind  of  literature  the  mind  takes 
in,  so  is  the  tender  child's  mind  influenced  through  life  by 
the  nursery  pictures.  What  should  they  be  these  pic- 
tures which  will  so  powerfully  tell  on  the  characters  of 
our  little  ones?  For,  as  Tupper  says, — 

.     .     .     .     "  Scratch  but  the  sapling, 
And  the  scarred  and  crooked  oak  may  tell  of  thee  for  centuries  to  come." 

With  all  our  wealth,  with  all  our  appliances,  and  though 
we  are  gorged  with  books,  I  am  not  sure  that  we  have 
anything  like  a  complete  and  suitable  set  of  pictures  for 
our  nursery  walls.  The  toys  or  "  gifts  "  are  excellent. 


LECTURE   NO.    V.  131 

What  should  these  pictures  be,  then  ?  No  hobgoblins  —  no 
pictures  thai  will  excite  the  brain,  and  interfere  with 
sleep,  food  or  laughter.  If  the  food  children  take  into 
their  bodies  be  important,  how  jealously  should  the  mother 
mind  the  pictures  which  they  drink  into  their  very  natures ! 
Diagrams  of  mechanical  powers,  wheels,  etc.,  diagrams  of 
laws  of  matter  and  motion,  pictures  (well  and  specially 
drawn)  of  all  kinds  of  objects,  animals,  birds,  etc.,  and 
these  occasionally  changed.  If  there  were  time,  a  com- 
plete microcosm  of  illustrations  could  be  named.  The 
"blackboard"  is  one  of  the  most  instructive  appliances 
that  a  nursery  can  have ;  but  my  position  as  a  teacher  and 
an  artist  forbids  me  to  speak  about  it.  So  much  for  the 
nursery.  But  it  may  be  said  by  some  that  I  am  speaking 
quite  above  the  mark,  and  that  few  would  like  to  go  to  the 
expense  of  furnishing  a  nursery  after  such  a  fashion;  in 
fact  they  could  not  afford  such  luxuries.  We  have  not 
spoken  of  luxuries,  but  plain,  useful  appliances  wherewith 
1..  make  the  child's  home  the  happiest  place  on  earth.  We 
read  in  natural  history  of  a  bird,  which,  to  make  her  nur- 
se iv  warm,  strips  the  down  from  her  own  breast.  The 
price  of  a  cashmere  shawl  would  well-nigh  furnish  the 
nursery,  and  the  cost  of  an  evening  party  would  fill  it  with 
pictures. 

We  (  .me  now  to  a  delicate  and  dillienlt  part  of  our  sub- 
ject,!—  *ne  ma-nttgers,  the  nurses.  We  mav  say  things  that 
will  wound:  we  shall  endeavor  to  say  the  truth  in  love. 
Now  to  whom  are  the  children  given?  To  the  mothers. 
Tin-it  t/u'  mothers  ///v  /vx/><>/, >•/'/,/,•.  Let  us  look  at  them,  and 
in  doing  so  we  will  not  be  personal,  except  in  one  case. 
The  highest  person  in  the  realm,  our  beloved  Queen,  lias 
been  and  is  a  domestic  queen,  and  has  spent  much  of  her 
time  in  the  nursery.  We  will  consider  not  only  the  upper 


132  THE    NATIONAL   KINDERGARTEN   MANUAL. 

ten  thousand,  but  the  lower  twenty  millions.  If  we  were 
to  let  slip  and  say  that  the  greater  half  of  the  lower 
twenty  millions  treated  their  children  worse  than  a  man 
treats  his  dog  or  his  horse,  or  than  a  bear  treats  her  cubs, 
we  should  be  considered  very  rude  indeed,  and  guilty  of 
using  "unparliamentary  language." 

And  yet  there  are  one  or  two  lessons  to  note,  that  the 
puppy  or  the  kitten  learn  from  their  mother.  Obedience, 
the  first,  last,  and  constant  lesson  of  life  is  insisted  on  by 
Tabby  or  Juno  in  the  management  of  their  young.  Do 
we  always  insist  on,  and  obtain  obedience  from  the  little 
ones?  —  not  the  obedience  of  necessity  assisted  by  a  box 
on  the  ear,  but  of  love.  If  so,  then  are  our  little  ones 
blessed  indeed. 

But  the  mothers  —  these  human  mothers,  let  us  consider 
them :  they  have  the  charge  of  immortals,  not  kittens  or 
dolls.  What  preparation  have  they  had  for  this  kind  of 
life  ?  Where  were  they  schooled  ?  What  have  they  read  ? 
In  what  school  or  nursery  have  they  studied  ?  These  are 
inconvenient  questions,  no  doubt,  but  they  ought  to  be 
put,  and  answered  too. 

It  is  said,  and  I  think  quite  truly,  that  true  education  is 
that  which  best  fits  a  man  for  the  after-duties  of  life.  And 
we  ask  again,  where  has  the  training  been?  It  maybe 
replied,  that  the  demands  of  society  upon  our  time  are 
such  that  nursery  claims  and  duties  must  be  deputed  to 
others.  Never.  Nursery  work  may,  but  never  nursery 
claims  and  responsibilities. 

I  wonder  how  much  time  for  making  calls,  taking  jour- 
neys, etc.,  the  birds  have  when  bringing  up  their  warbling 
families.  It  is  true,  some  are  fond  of  travel,  the  swallow 
to  wit;  but  I  think  they  wait  till  their  little  ones  are 
grown,  and  take  them  with  them ;  and  though,  for  aught  I 


LECTURE  NO.   V.  133 

know,  they  may  do  a  good  deal  of  visiting  and  gossip 
during  the  season,  in  Italy  or  on  the  coast  of  Africa,  they 
come  back  again  and  settle  down  to  serious  work.  This 
illustration  suggests  to  one  a  small  double-rule-of-three 
sum.  which  might  be  put  thus :  If  two  sparrows,  which  are 
sold  for  one  farthing,  take  such  care  of  their  young,  how 
much  more  care  should  human  mothers  take  of  their  little 
ones,  whose  value  is  beyond  all  calculation  ? 

After  all,  the  mother  must  have  what  are  appropriately 
called  "  helps,"  or  commonly  nurses ;  and  here  again  we 
are  on  delicate  and  difficult  ground.  Who  are  these 
nurses,  or  really  for  the  time  these  deputy  mothers?  and 
what  are  their  requirements,  their  aequiremets,  and  qual- 
ifications? They  must  be  full  of  goodness  and  truth,  of 
great  common,  sense  or  wisdom,  of  great  tact  or  ready 
sense,  intelligent,  having  no  end  of  patience,  and  the  love 
'/l/t/ost  of  a  mother. 

The  great  social  changes  that  must  obtain  in  this,  or  any 
other  country,  before  there  can  be  any  great  improvement, 
as  a  nation,  must  be  in  the  parents  on  the  one  hand,  and 
the  nurses,  governesses,  and  teachers,  on  the  other. 

The  true,  real  nurses  have  to  be  made  —  trained. 
Nurses  for  sick  people  are  trained  in  a  regular  training 
institution.  Where  is  the  institution  for  training  nurses 
for  the  children  of  our  gentlefolk?  I  am  not  here  merely 
to  advocate  the  kindergarten  system,  but  let  me  say,  that 
where  there  is  in  the  midst  of  a  poor  population  a  well- 
conducted  kindergarten-school,  the  po«.r  man's  child  has  a 
wiser,  more  scieniilie,  more  natural  and  happy,  and  more 
useful  nursery  than  is  to  be  found  in  many  a  rich  man's 
hon>e.  And  I  oonfew  that,  were  I  in  that  period  of  life 
when  the  mother  of  my  children  required  the  assistance 
of  a  nurse,  or,  more  properly,  a  nursery  governess  (for  the 


134  NATIONAL  KINDERGARTEN  MANUAL. 

nurse  ought  to  govern),  I  fear,  I  should  be  so  selfish  as  to 
go  in  the  direction  of  the  poor  man's  kindergarten-school, 
and  steal  one  of  his  governesses ;  for  there  we  might  find 
young  girls  who  had  been  taught  and  trained  in  those 
common-sense  subjects,  and  those  wise  and  patient  modes 
of  dealing  with  children,  the  want  of  which  has  been  a 
perpetual  loss  to  those  we  most  love. 

But  not  only  should  there  be  training  schools  for  nur- 
sery governesses,  but  such  an  amount  of  pecuniary  remu- 
neration should  be  offered  as  will  command  a  better  class 
of  girls ;  for,  whilst  warehouses  and  shops  can  offer  high 
wages  and  more  liberty,  we  can  only  have  the  residuum  of 
young  females  from  which  to  select  those  who  join  in 
sowing  seeds  —  and  what  seeds !  —  seeds  which  are  to  de- 
velop a  harvest  of  good  or  bitter  fruit  in  the  hearts  and 
lives  of  our  children.  So  long  as  we  pay  our  nurses  and 
governesses  as  little  or  less  than  we  pay  our  cooks,  or  the 
coachmen  who  cares  for  our  horses,  or  the  gardener  who 
supplies  our  table  with  flowers,  how  can  we  reasonably 
expect  to  meet  with  persons,  fit  and  capable,  to  tend  those 
nobler  and  more  precious  plants  which  are  growing  up 
around  our  hearths  ? 

This  is  then  what  is  wanted,  —  that  mothers  shall  take 
a  higher  view  of  their  work  and  their  helpers  ;  arid  that 
nurses  shall  be  selected,  educated,  and  raised  to  a  higher 
sense  of  their  work,  and  be  better  paid,  and  thus 
take  their  proper  arid  legitimate  status  as  the  deputy 
mother. 

So  far  as  mere  rank  —  true  rank  —  goes,  as  viewed 
from  the  throne  of  truth,  it  is  not  the  doctor,  nor  the 
lawyer,  nor  the  soldier,  nor  the  cotton  broker,  that  stands 
first.  There  is  one  that  stands  pre-eminently  high  in  the 


LECTURE   NO.   V.  135 

nation  —  the  mother,  and,  by  her  side,  the  nurse  and  gov- 
erness and  teacher.* 

HYGIENE. 

17.  A  child  should  be  carried  in  turns  on  the  right 
and  on  the  left  arm;  and,  when  he  makes  his  first  steps, 
he  must  be  held  by  both  the  right  and  left  hand  alter- 
nately.    If  he  is  restless,  it  is  sometimes  quite  a  rest  to 
the  little  child  to  be  turned  over  on  the  other  side. 

18.  Never  tickle.    It  is  dangerous,  and  reduces  vitality. 
AMY  unnatural  emotion  must  be  avoided.    The  more  quiet 
and  free  from  excitement  a  little  child  is  kept,  the  better 
for  the  child's  health  and  strength  and  mental  vigor. 

19.  Boil  the  child's  drinking-water  if  there  is  much 
sickness  around.     It  kills  all  the  animalculae  contained  in 
it. 

For  headache  or  indigestion,  drink  hot  water,  —  half  a 
pint,  if  possible.  Leave  off  coffee  or  tea  if  the  headache 
is  chronic. 

20.  Give    children    oranges    before   breakfast   in    the 
springtime  ;  it  is  better  than  sulphur  doses  or  any  spring 
medicines. 

EDUCATIONAL  RULES. 

17.  Do  not  allow  any   frightful  illustrations  in  your 
child's  nursery  books.     Never  use  fear  as  a  means  of  dis- 
cipline.    Children    have    no   fear  until   it  is   aroused  by 
others. 

18.  Hi- I'M iv  punishing,  lind  out  if  some  physical  trouble 
is  the  cause  of  bad  behavior.     Do  not  punish  in  anger. 

Hi.      Do  not  allow  the  child  at  one  time  what  you  for- 

•  In  prop.irini:  my  rourx»>  of  I.rrtun-*  to  mothers,  I  look  p.uns.aa  I  mentioned  before, 
to  lay  t..  f..r<-  my  <-!;ISH«-H  the  most  advanced  thought  on  the  subject  of  child-culture,  an 
eliminated  by  l-'ri.-d.  Krocbel  and  his  disciples. 


136  NATIONAL   KINDERGARTEN    MANUAL. 

bade  him  to  do  at  another  time.  An  obstinate,  wilful 
child  should  be  commanded  and  forbidden  less  than  one 
more  yielding.  It  is  not  wise  to  arouse  obstinacy. 

20.  Do  not  ask  any  little  child  to  do  what  you  know 
will  be  disagreeable  for  him  to  perform,  and  only  serves  to 
please  yourself,  such  as  reciting  before  company  or  saying 
things  which  are  polite  but  untrue. 


LECTURE    No.    VI. 

EPOCHS  IN  CHILD-LIFE  WHICH  EXEBT  A  POWERFUL  IN- 
FLUENCE UPON  CHARACTER  AND  DISPOSITION.* 

THERE  are,  in  the  life  of  individuals,  as  well  as  in  the 
life  of  nations,  epochs  which  exercise  a  powerful  influence 
over  their  character  and  disposition;  something  similar 
takes  place  in  the  life  of  children,  and  Froebel  points  out 
to  mothers,  that,  by  taking  advantage  of  certain  incidents 
in  the  child's  life,  the  right  educational  influence  may  be 
exerted.  The  less  the  child's  consciousness  is  developed, 
the  stronger  will  be  the  moral  effect  of  those  incidents  that 
seem  to  us  so  trivial  and  of  such  small  account.  If  the 
importance  of  such  events  were  rightly  estimated,  and  the 
impressions  made  by  them  were  not  too  quickly  effaced, 
and  thus  the  true  effect  disturbed,  the  whole  moral  devel- 
opment would  rest  on  a  more  firm  foundation.  Every- 
thing, even  the  smallest  incident  in  the  life  of  the  infant, 
is  of  importance,  because  it  is  the  beginning  of  all  that  is 
to  follow.  For  instance,  Froebel  considers  the  child's  first 
fall  as  one  of  the  most  important  events  in  his  early  devel- 

*  See  Kricge's  "The  Child,"  or  Barnard's  "Child  Culture."  Also  Hailmann's 
"  Kindergarten  Culture." 


LECTURE   NO.    VI.  137 

opment,  the  effect  of  wliich  should  not  be  disturbed.  The 
child's  courage  in  running  proceeds  from  ignorance  of 
danger ;  it  is  like  virtues  that  have  been  neither  tried  nor 
tempted.  The  child  falls,  and  its  security  born  of  igno- 
rance is  at  once  shaken.  Friends  who  rush  to  the  rescue, 
lamenting  over  and  petting  are  unwise:  even  if  he  should 
get  hurt  a  little  and  scream  in  consequence,  he  should  be 
left  to  himself  long  enough  to  receive  a  full  impression 
from  his  first  fright  or  hurt.  Then  caution  awakens,  self- 
confidence  is  no  longer  blind,  and  the  necessity  for  caution 
and  for  gaining  skill  is  learned  by  degrees. 

The  following  little  song  explains  itself;  the  words  and 
melody  are  taken  from  Lady  Baker's  plays  and  songs : 

"  Toddle  up,  toddle  down,  oh,  there  he  goes ! 
Down  on  his  fat  knees,  down  on  his  nose. 
Up  then  my  baby,  try  it  again  ; 
Toddle  on,  baby,  try  it  again. 

Toddle,  toddle,  toddle,  toddle,  toddle  on, 

Up  then,  my  baby,  try  it  again. 

"Oh  dear,  did  it  hurt,  where  my  little  dear  frll? 

Mamma  shall  kiss  it  and  soon  make  it  well. 
ht  can  we  do,  if  we  don't  try  it  again. 

l*p  then,  my  baby,  try  it  again. 

Toddle,  toddle,  toddle,  toddle,  toddle  on, 
t'i>  thru,  my  baby,  and  try  it  again." 

Nothing  renders  men  more  superficial  than  a  quick  suc- 
cession of  impressions,  of  wliich  the  one  effaces  the  other 
without  leaving  any  distinct  trace  on  the  soul.  The 
piTM-nt  generation,  especially  in  high  life,  furnishes 
enough  proof  of  this.  Fast  reading,  fast  sight-seeing  in 
travelling,  the  rushing  from  one  enjoyment  to  the  other, 
even  in  the  higher  ones  of  nature  and  art,  the  pressure 


138  NATIONAL   KINDERGARTEN   MANUAL. 

and  hurry  of  life  more  than  anything  else,  make  great 
numbers  in  our  day  superficial,  empty,  and  wholly  devoid 
of  the  spirit  of  normal  spirituality,  solid  thought,  poetry, 
or  receptivity  of  great  truths. 

As  clearly  as  we  recognize  natural  laws,  we  may  see 
that  neglect  of  or  want  of  conformity  to  them  is  outward- 
ly and  visibly  expressed  in  physical  disease  and  suffering. 
In  the  moral  world  the  violation  of  moral  law  is  expressed 
inwardly  by  the  voice  of  conscience,  and  its  outward  man- 
ifestation we  call  sin. 

The  importance  of  the  first  plays  of  children  has  not  yet 
been  sufficiently  recognized ;  those  who  do  not  understand 
the  soul  of  the  child,  or  who  have  forgotten  their  own 
childhood,  may  smile,  because  we  see  in  those  simple  plays 
the  germ  of  the  soul-life  —  the  seed  of  spiritual  develop- 
ment. A  well-known  play,  pleasing  to  the  youngest  chil- 
dren, is  u  Hide  and  Seek."  *  The  face  of  the  child,  or  of 
the  older  person,  is  covered  with  a  handkerchief,  and  when 
this  is  withdrawn,  the  child  will  manifest  the  greatest  pleas- 
ure. Froebel  says  of  this  play,  "  Anything  which  every- 
where among  small  children  causes  a  manifestation  of  joy, 
must  have  a  deep  significance,  of  that  you  may  be  sure." 
Schiller  says,  "  There  is  often  a  deep  meaning  hidden  un- 
der the  play  of  little  children."  Let  us  see  how  Froebel 
interprets  this  one  for  us.  The  joy  which  the  child  mani- 
fests on  seeing  the  mother  again  after  separation,  proceeds 
from  the  deepened  impression  of  union  with  her,  given  by 
means  of  the  contrast.  But  if  the  concealment  lasts  too 
long,  or  if  the  mother  fails  to  show  her  joy  at  seeing  the 
child  again,  it  may  cause  disappointment,  and  awaken  a 
liking  for  concealment,  which  may  lead  to  lying. 

*  See  page  58,  "Cheerful  Echoes." 


LKCTUKB   NO.    VI.  139 

CUCKOO  SONG.* 

The  cuckoo  calls  the  baby,  cuckoo,  cuckoo  ! 

Calls  him  in  joyous  tone,  cuckoo,  cuckoo ! 

For  all  alone,  and  sad  he  is,  cuckoo,  cuckoo ! 

The  cuckoo  calls  to  play  with  thee,  cuckoo,  cuckoo ! 

And  now  he's  found,  and  we  will  play 

Together  all  this  happy  day. 

Who  can  tell  how  the  first  germs  of  evil  in  children 
come,  and  what  was  the  beginning?  The  least  spark 
which  illuminates  the  darkness  of  the  first  psychological 
process  in  the  human  soul  is  of  importance,  and  Froebel 
has  certainly  looked  deep  into  the  soul  of  the  child.  Good 
and  bad  are  closely  connected,  and  as  God's  providence 
often  turns  bad  into  good,  so  education  should  seek  to  turn 
the  tendency  to  evil  into  the  channels  of  good.  At  the  point 
where  the  danger  of  leading  the  child  to  secretiveness 
comes,  help  should  also  come.  If  the  mother  makes  this 
an  occasion  for  deepening  in  the  child's  mind  the  impres- 
sion of  its  unity  with  her,  everything  is  gained.  Outer 
separation  gives  the  sense  of  inner  connection,  the  invisi- 
ble bond.  Unity  is  the  ultimate  end  and  aim,  and  sepa- 
ration is  merely  the  means  to  bring  it  to  outer  observation 
and  perception.  This  is  Froebel's  explanation  of  the  pla}% 
and  it  agrees  with  his  law  of  contrasts,  of  opposites  and 
their  connections,  which  he  applies  to  the  moral  plan,  as 
well  as  in  his  occupations  in  the  kindergarten.  He  never 
leaves  ;i  discord  or  contrast  until  it  is  resolved  into  an 
acennl  or  unity  by  connection.  The  most  essential  tiling 
in  the  child's  education  is  the  establishment  of  full  confi- 
dence in  the  mother  and  father,  and  later  in  the  teacher, 
so  that  it  may  not  attempt  to  hide,  in  case  it  should 

•  Illustrated  in  Lee  &  Shepard'g  "  Mother  Bongs  and  Play«." 


140  NATIONAL   KINDERGARTEN    MANUAL. 

commit  a  fault.  But  this  confidence  can  only  be  secured 
by  living  with  the  child  his  own  life,  by  playing  with  it, 
by  entering  sympathetically  into  all  things  which  move  its 
soul,  and  in  rightly  understanding,  or  rightly  guiding,  the 
manifestations  of  its  first  development.  Has  the  first  fault 
been  committed  ?  Loving  sympathy  with  the  first  interior 
suffering  of  the  child,  as  with  an  evil  he  lias  himself 
brought  about,  is  far  more  effectual:  than  the  severest 
blame.* 

That  this  blame  must  sooner  or  later  be  expressed,  is 
certain,  but  it  is  always  better  to  make  the  child  see  the 
real  consequences,  the  effect  of  the  fault  committed.  A 
look,  a  gesture,  be  it  of  gladness  or  of  sorrow,  the  smallest 
child  will  understand.  The  moment  of  the  first  wrong- 
doing is  therefore  very  important,  because  it  is  the  point 
at  which  conscience  awakens.  That  it  may  listen  to  this 
voice,  it  is  essential  that  the  child  should  learn  to  listen  to 
an  outer  voice,  to  a  call,  and  pay  attention  to  it,  if  it  is 
addressed  to  the  child  itself.  Froebel  links  this  to  the  play 
of  "  Cuckoo,  Cuckoo,"  in  which  the  child,  not  seeing  the 
mother,  hears  the  voice,  and  rejoices  over  it.  If  a  child  is 
taught  to  listen  to  and  obey  the  mother's  voice,  leading 
to.  what  is  good  and  right,  it  will  learn  to  listen  to  its  own 
inner  voice,  nor  leave  it  unheeded. 

*  Herbert  Spencer's  "Education,"  page  191.  Parents  cannot  too  anxiously  avail 
themselves  of  this  discipline  of  natural  consequences.  Among  the  advantages  of  this 
method  we  see  —  First,  That  it  gives  that  rational  comprehension  of  right  and  wrong 
conduct,  which  results  from  actual  experience  of  the  good  and  bad  consequences  caused 
by  them.  Second,  that  the  child,  suffering  nothing  more  than  the  painful  effects  brought 
upon  him  by  his  own  wrong  actions,  must  recognize,  more  or  less  clearly,  the  justice 
of  the  penalties.  Third,  that  recognizing  the  justice  of  the  penalties,  and  receiving 
those  penalties,  inflicted  by  the  laws  of  things,  rather  than  at  the  hand  of  an  individual, 
his  temper  will  be  less  disturbed,  while  the  parent,  simply  taking  care,  passively,  as  it 
were,  that  these  natural  penalties  are  felt,  will  preserve  a  comparative  equanimity. 
Fourth,  mutual  exasperation  being  thus  in  a  great  measure  prevented,  a  much  happier 
and  more  influential  state  of  feeling  will  exist  between  parent  and  child,  be  it  during 
infancy,  childhood,  or  at  >i  later  period. 


LKCTURE   NO.    VI.  141 

If  the  mother  has  secured  the  child's  joyful  obedience 
to  her  voice  because  she  never  commanded  what  was  con- 
trary to  liis  highest  good,  and  has  studied  not  to  require 
what  would  be  subversive  of  the  child's  personality,  then 
she  will  easily  teach  it  to  love  and  obey  the  voice  of  con- 
science, God's  voice  within,  that  will  accompany  it  through 
life  as  a  guardian  angel ;  and  she  can  teach  it  later,  that 
thus  is  established  and  evidenced  the  relation  connecting 
man  with  (rod.  The  same  relation  which  exists  between 
the  child  and  his  mother,  when  he  begins  to.  distinguish 
///.s  will,  his  personality,  from  hers,  will  afterwards  be  recog- 
nized by  the  child  as  existing  between  his  individual  in- 
clinations, and  the  warning  voice  or  judgment  of  con- 
science. If  there  is  love,  loving  obedience  and  perfect 
trust,  between  mother  and  child,  he  will  have  learned  to 
love  the  good  for  good's  sake,  and  will  obey  the  inner 
voice  from  free  choice,  from  love  of  God.  Man  may  be- 
come a  morally  free  agent,  or  he  may  be  a  slave  of  his  own 
passions,  or  do  the  behests  of  others,  from  flattery,  threats, 
or  promises  of  gain  held  out;  and,  for  each  of  these  condi- 
tions, the  foundations  are  being  laid  at  this  early  period 
of  life.  The  character  of  a  man  does  not  depend  on  the 
number  «>f  his  failures,  but  upon  the  manner  and  condi- 
tion in  which  he  rises  and  makes  amends  for  the  faults  he 
may  have  committed.  In  our  time  and  country,  where 
obedience  to  the  authority  of  a  person  is  not  demanded,  it 
is  evidently  of  the  greatest  importance  that  education 
should  aim  at  developing  obedience  to  law. 

Parents  must  early  show  the  child  that  they  themselves, 
their  teachers,  and  every  one,  have  to  obey  too,  and  that 
they  cannot  do  as  they  please  in  violation  of  law  any  more 
than  children  can. 

This  should  be  done  to  awaken  the  idea  of  lawfulness 


142  NATIONAL   KINDERGARTEN"  MANUAL. 

and  morality  —  an  idea  which  becomes  the  governing  one 
when  children  have  outgrown  the  authority  of  the  parents. 
All  the  good  and  rightful  qualities  of  the  child  may  be- 
come perverted  and  turned  into  faults.  Early  education 
has  generally  to  deal  first  with  wilfulness  or  obstinacy. 
But  without  self-will,  character  could  not  be  developed. 
To  insist  on  one's  own  peculiarities,  one's  own  opinion,  till 
overruled  by  something  higher,  because  on  this  is  based 
self-responsibility,  or  that  which  constitutes  man  an  ac- 
countable, free-willed  being.  The  child's  obstinacy  is  the 
reverse  of  this  awakened  personality. 

Obstinacy  may  be  aroused  by  doing  something  that  the 
child  dislikes,  or  refusing  it  something  that  it  wants.  If 
what  it  desires  is  legitimate,  something  that  serves  for  its 
sustenance  or  development,  then  the  child  is  in  the  right ; 
but  if  it  is  simply  unwilling  to  submit  to  a  reasonable  de- 
mand of  its  elders,  it  is  wrong,  and  must  not  be  listened 
to.  If  a  baby  screams  in  its  cradle  for  want  of  nourish- 
ment, or  because  it  requires  attention,  it  should  not  be 
left  unheeded  one  moment.  If  it  is  neglecfed,  the  tone  of 
its  cry  changes  into  that  of  anger,  and  the  attendants  are 
to  blame ;  but  if  it  screams  merely  because  it  is  in  haste 
to  be  taken  up,  it  should  not  always  be  gratified,  lest  it 
become  wilful  and  tyrannical  towards  attendants.  Cer- 
tainly, it  is  reasonable  that  a  child  should  want  what  is 
agreeable,  and  dislike  to  be  left  alone  and  unoccupied, 
but  it  must  early  learn  to  submit  to  conditions  —  to  miss 
sometimes  for  a  season  what  is  most  agreeable,  and  submit 
to  what  is  less  pleasant,  for  the  sake  of  others. 

This,  however,  must  not  be  carried  too  far,  nor  last  too 
long,  and  necessary  attention  must  never  be  withheld.  It 
is  difficult  to  do  always  the  right  thing;  but  love  —  the 
highest  principle  allied  to  wisdom  —  is  the  safest  guide. 


LECTURE  NO.  VI. 

The  child  should  obey  from  love,  which  awakens  energy 
for  good,  not  from  fear,  which  makes  cowards.  From  lov- 
ing obedience  springs  veneration,  which  leads  to  the  fear 
of  God.  In  education,  wrong  obedience  is  often  mistaken 
for  right  obedience,  —  that  is,  the  child's  will  is  broken,  in- 
stead of  being  turned  into  the  right  course,  and  it  is  for 
tliis  reason  that  so  few  people  are  free  and  self-centred, 
or  able  to  govern  themselves  (Rule  4).  It  would  not  be 
difficult  to  secure  the  child's  obedience,  if  the  right  means 
\\.ie  adopted.  The  main  point  is,  to  awaken  love,  and 
gain  the  child's  confidence,  never  asking  anything  beyond 
his  power  to  perform.  In  the  beginning,  it  is  better  to 
avoid  as  much  as  possible  requiring  what  is  distasteful, 
only  by  degrees  demanding  what  involves  self-denial 
or  is  unpleasant.  The  foundations  of  obedience,  as 
well  as  of  all  other  virtues,  are  in  the  main  only  good 
habits  acquired  then,  and  afterwards  not  difficult  to 
retain. 

Tin.  MALI.  WITHOUT  A  STRING,  AFTER  BABY  CAN  CREEP. 

If  it  rolls  away: 

The  ball,  if  it  could  talk, 
Would  say,  "I  love  to  walk." 
Come,  let  us  try  to  follow  you, 
The  baby  too  would  like  to  go. 

Nurse  lets  baity  take  his  first  steps,  holding  him  care- 
fully under  both  arms. 

The  worsted  ball  can  be  made  to  dance  around  on  a  sau- 
cer. If  it  falls  off,  baby  helps  mamma,  to  pick  it  up. 
'Hie  ball  is  thrown  in  baby's  lap.  First  he  clings  to  it, 
then  tries  to  throw  it  hark,  and  nurse  throws  it  up  and 


My  ball  goes  up  so  s 

And  down  it  comes  so  fleetly, 


144  THE   NATIONAL   KINDERGARTEN   MANUAL. 

In  the  air,  oh,  hurrah ! 
In  the  air,  oh,  hurrah  ! 

Or  if  other  children  are  present,  two  balls  pass  each 
other  in  the  air:  "Now  comes  the  ball  to  you,  and  it 
cornes  to  me  ;  to  you,  to  me  ;  to  you,  to  me.  Now  comes 
the  ball  to  me."  With  older  children,  the  balls  can  be 
used  also  for  color-lessons. 

Some  of  the  same  rhymes  that  were  used  with  the  soft 
ball  may  be  used  with  the  wooden  one  also.  Froebel  sug- 
gests, too,  that  at  this  period  a  larger  ball  may  be  suspend- 
ed by  a  stout  string  from  the  ceiling,  in  such  a  way  that 
the  little  learner  may  set  it  in  motion,  or  raise  himself  by 
it,  and  thus  gradually  learns  to  stand.  He  thinks  that 
this  mode  of  learning  how  to  stand  calls  into  more  active 
exercise  all  the  child's  muscles,  and  is  superior  to  the 
more  ordinary  way  of  letting  the  child  draw  himself  up 
by  chairs  and  other  standing  objects.  He  is  less  exposed 
to  injury  from  falls,  on  account  of  the  greater  efforts  he  is 
obliged  to  make  to  maintain  his  centre  of  gravity  within 
proper  limits.  He  also  suggests  that  as  an  exercise  to 
strengthen  the  muscles  of  the  body,  especially  the  hips 
and  thighs,  to  let  the  child  grasp  a  ball  to  which  a  stout 
string  is  attached,  and  let  the  father  or  the  nurse  raise  and 
lower  the  string,  with  the  child  clinging  to  it,  touching 
the  feet  to  the  ground  each  time  it  is  lowered,  and  gradu- 
ally lifting  him  higher  and  higher.  No  better  lifting  cure 
could  be  devised  for  grown-up  people,  from  which  two- 
fold practical  results  of  great  excellence  would  be  the 
consequence. 

EDUCATIONAL  RULES. 

21.  Little  quarrels  among  children  can  quickly  be 
brought  to  an  end,  by  gathering  them  around  you  and 


LKCTURE   NO.    VI.  145 

telling  them  a  story.  Still  better  if  the  story  shows  the 
ridiculous  side  of  the  previous  quarrel.  Illustrate,  by  the 
story  of  two  rats  fighting  over  a  piece  of  cheese,  while  the 
louse  ate  it. 

'2±  Avoid  as  much  as  possible  praising  a  child's  natu- 
ral talents  in  his  presence.  His  good  actions  may  be  en- 
couraged by  judicious  praise. 

23.  Do  not  allow  any  teasing.  What  may  seem  a 
trifle  to  you  is  not  so  to  the  child. 

-  \.  Strengthen  a  child's  will  by  giving  him  opportunity 
to  decide  or  choose  for  himself.  Some  people  are  forever 
making  up  their  minds.  But  whichever  way  they  may 
make  it,  they  wish  they  had  made  it  the  other,  so  they  un- 
make ii  directly,  and  by  this  time  the  crisis  of  the  first 
hour  which  they  lost  has  been  complicated  with  that  of 
the  second  hour,  for  which  they  are  in  no  wise  ready. 
Opportunities,  great  golden  doors  which  never  stay  open 
for  any  man,  have  always  just  closed  when  they  reach  the 
threshold  of  a  deed ;  and  it  is  hard,  very  hard,  to  see  why 
it  would  not  have  been  better  for  them  if  they  had  never 
been  born.  After  all,  it  is  not  right  to  be  impatient  with 
them,  for,  in  nine  cases  out  of  ten,  they  are  no  more  re- 
sponsible for  their  mental  limp  than  the  poor  Chinese 
woman  is  fur  her  feeble  feet.  From  their  infancy  up  to 
the  time  we  call  maturity  they  have  been  bandaged. 
How  should  their  muscles  be  good  for  anything?  From 
the  day  when  we  give  and  arrange  the  bahv's  plaything 
for  him,  to  the  day  when  we  take  it  upon  ourselves  to  select 
a  profusion  fur  him.  and  persist  in  doing  the  work  which  he 
should  do  fur  himself,  he  must  continue  in  a  feeble  andhelp- 
•ndition  of  mind  and  heart.  Whenever  a  child  decides 
fur  himself  deliberately  and  without  bias  from  others,  any 
question,  however  small,  lie  has  had  many  minutes  of  men- 


146  NATIONAL   KINDERGARTEN   MANUAL. 

tal  gymnastics;  just  so  much  strengthening  of  the  one 
faculty  upon  whose  health  and  firmness  his  success  in  life 
will  depend  more  than  upon  any  other  thing.  So  many 
people  do  not  know  the  difference  between  obstinacy  and 
clear-headed  firmness  of  will,  that  it  is  hardly  safe  to  say 
much  in  praise  or  blame  of  either,  without  expressly  stat- 
ing that  you  do  not  mean  the  other.  It  has  not  yet 
ceased  to  be  said  among  parents,  that  it  is  necessary  to 
break  the  will  of  children,  and  it  has  not  yet  ceased  to  be 
seen  in  the  land,  that  men,  by  virtue  of  simple  obstinacy, 
are  called  men  of  strong  character. 

The  truth  is,  that  the  stronger,  better  trained  the  will 
of  man  is,  the  less  obstinate  he  will  be.  Will  is  of  reason, 
obstinacy  of  temper.  What  have  they  in  common?  It  is 
the  one  attribute  of  all  we  possess,  the  most  God-like.  By 
it  we  say  to  our  temptation,  "  So  far  and  no  further."  It 
is  not  enough  that  we  do  not  break  this  grand  power ;  it 
should  be  strengthened,  developed,  and  trained.  With 
very  little  children  we  need  to  give  but  little  points  to  be 
decided.  "  Will  you  have  an  orange  or  an  apple  ?  You 
cannot  have  both ;  choose,  but  after  you  have  chosen  you 
cannot  change."  Every  day,  many  times  a  day,  a  child 
should  decide  for  himself  points  of  involving  pros  and  cons 
—  substantial  ones,  too.  Let  him  even  decide  unwisely 
and  take  the  consequences;  that,  too,  is  good  for  him. 
No  amount  of  Blackstone  can  give  such  an  idea  of  law  as 
one  month  in  prison.  Tell  him  as  much  as  you  please  of 
what  you  know  on  both  sides,  but  compel  him  to  decide, 
and  not  to  be  too  long  about  it.  "  Choose  ye  this  day 
^whom  ye  will  serve,"  is  a  text  good  for  every  morning. 
If  men  and  women  had  had  such  training  in  their  child- 
hood, we  should  not  see  so  many  putting  their  hands  to 


LBCTX7BE    NO.  VII.  147 

the   plow  and   looking  buck,   not  fit  for  the  kingdom  of 
heaven.* 

HYGIENE. 

-1.  Be  careful  to  wash  the  child's  face,  and  especially 
his  eyes,  first  of  all,  for  fear  of  any  impurity  from  the  rest 
of  the  body  getting  into  the  eyes.  Better  have -a  separate 
sponge  or  separate;  water.  The  first  thing  you  notice  in 
visiting  an  orphan  asylum  or  children's  home  is  the  red 
of  the  poor  children.  This  rule  is  not  observed  with 
them. 

22.  Do  not  use  pork  in  your  family  if  you  want  to 
keep  children  from  cutaneous  diseases. 

28.  Be  careful  in  the  use  of  saleratus;  do  not  have  fresh 
bread  too  frequently.  The  saliva  used  in  eating  is  a  very 
important  aid  in  digesting  food. 

-  \.  Do  not  allow  children  tea  or  coffee  until  they  are 
eighteen  years  old.  Avoid  condiments  and  pickles  on 
your  table;  they  accustom  the  stomach  to  artificial  stimu- 
lants. 


LECTURE     No.    VII. 

1 1  has  been  shown,  thus  far,  how  Froebel,  in  his  nursery 
plays,  combines  instruction  and  amusement,  and  if  the 
education  is  carried  on  in  accordance  with  or  upon  Froe- 
bel's  principles,  discipline  can  be  entirely  dispensed  with. 

<  iovernment,  as  generally  understood  in  the  educator, 
is  the  position  he  occupies  towards  the  pupil  when  ho 
says,  "You  must  do  this,  or  not  do  that."  Good  govern- 
ment, so  (ailed,  demands  unconditional  obedience,  and  en- 

*  H.  H.,  in  ••  Bits  of  Talk,"  published  by  Roberto  Broa. 


148  THE   NATIONAL   KINDERGARTEN   MANUAL. 

forces  it  by  means  of  a  code  of  punishments  or  penalties. 
As  such,  it  does  not  lead  to  freedom.  There  is,  however, 
a  degree  of  government  necessary  in  education,  especially 
during  the  first  few  years  of  life.  The  main  ohject  of 
government  is  to  guard  the  child  against  danger  which 
will  grow  from  his  desires.  Every  thing  a  child  sees  cre- 
ates a  want;  and,  as  the  number  and  variety  of  the  objects 
he  sees  increase,  so  will  his  wants  become  more  numerous, 
and  his  desire  will  grow  in  proportion  to  the  mariner  in 
which  these  things  meet  his  observation,  or  are  presented 
to  him.  By  gratifying  a  wish,  it  grows  to  be  a  conscious 
necessity  or  want ;  this  finally  becomes  a  habit,  which  un- 
der certain  circumstances  may  degenerate  into  a  passion, 
unless  the  various  wishes  are  so  continually  gratified  that 
the  will  becomes  surfeited  and  blunted. 

The  worst  enemies  of  the  moral,  legitimate  will  or  de- 
sire are  undoubtedly  passion  and  surfeit  of  anything,  and 
the  task  of  discipline  must  be  to  prevent  their  appearance, 
or  to  counteract  them  when  they  exist.  There  are  two 
directions  that  the  work  of  the  educator  must  take,  the  one 
positive,  the  other  negative,  or,  in- other  words,  command- 
ing and  forbidding  in  denials.  There  is  no  doubt  that  there 
must  be  more  of  the  forbidding  than  of  the  ordering. 
Some  of  the  most  important  measures  adopted  in  the  for- 
bidding, is  the  removal  of  the  desired  object,  or  of  the 
child  from  the  object ;  the  command,  the  request  on  the 
parent's  part,  and  the  punishment  in  case  of  wrong-doing. 

The  first-named  begins  with  the  first  year  of  the  child's 
life.  As  simple  as  this  may  appear,  it  requires  neverthe- 
much  caution  and  judgment  to  do  it  rightly.  As  soon 
as  one  observes  that  the  child's  attention  is  directed 
towards  an  object  which  he  cannot  have  under  any  cir- 
cumstances, it  should  be  removed  in  a  most  quiet  and  un- 


LKCTI  I:K   NO.   vil.  140 

ostentatious  manner ;  if  not,  then  the  child's  want  only 
<JTO\VS  all  tin1  more  strung,  and  his  grief  at  the  removal  is  in- 
creased. This  can  act  only  in  an  injurious  manner  upon 
his  disposition.  Did  the  child  get  hold  of  the  object  in  an 
unguarded  moment,  one  needs  to  withdraw  it  with  a  paci- 
fYini?  word,  but  by  no  means  pounce  upon  the  child  with 
an  appearance  of  terror  or  anger,  and  an  overflow  of  lan- 
guage. 

In  the  first  case,  it  will  not  prove  a  difficult  matter  to 
turn  the  child's  attention  in  a  different  direction;  in  the 
other  ease,  the  child's  resistance  and  crying,  or  the  fright- 
ened look  on  his  countenance,  will  prove  the  injury  done 
his  character.  It  is  very  cruel  in  such  cases  to  let  the 
child  have  the  desired  object,  and  then  withdraw  it 
again.  With  every  change,  the  pain  of  the  disappointment 
increases  with  all  its  evil  consequences.  In  time  the 
child  begins  to  move  about  more  freely,  he  often  leaves 
mamma  to  approach  any  tempting  object.  Mother  cannot 
follow  his  every  movement,  so  she  must  have  her  wishes 
and  commands  follow  him,  to  warn  him  from  danger  or 
otherwise.  The  request  is  distinguished  from  the  com- 
mand in  so  far,  that  it  acknowledges  the  child's  individu- 
ality to  a  certain  degree,  while  the  command  implies  un- 
conditional obedience.  The  wish  is  preferable  to  the 
command.  The  request  implies  a  certain  amount  of  reas- 
onableness and  reflection,  while  the  command  does  not 
take  this  into  account  at  all.  In  the  one  case  the  child  is 
told,  you  had  better  not  do  so  or  so:  in  the  other  case, 
the  order  is  simply  "do  so  or  so,''  both  demand  obedience. 
In  the  on.  case  it  is  an  enforced,  in  the  other,  a  free  obe- 
dience. In  one  case  the  child  obeys  orders,  in  the  other, 
he  obeys  reason.  In  one  case  he  is  controlled  by  force,  in 
the  other  by  a  sense  of  right. 


150  NATIONAL    KINDERGARTEN    MANUAL. 

Whenever  it  is  practicable,  the  request  should  take  the 
place  of  the  command.  When  the  child  is  lacking  in  rea- 
sonableness, the  command  must  step  in ;  and  as  reason  and 
reflection  can  only  come  with  years  and  experience,  the 
command  has  to  be  first  in  use,  and  only  with  great  cau- 
tion one  must  gradually  emerge  to  the  counseling  and  re- 
questing. 

Occasionally  one  may  do  so  in  order*  to  try  the  child's 
advance  and  progress,  and,  if  ineffectual,  return  at  once  to 
the  command. 

This  command  needs  to  be  short  and  decided,  without 
being  gruff;  it  needs  no  thinning  down  by  explanations 
and  excuses,  or  even  entreaties. 

The  same  as  the  unfulfilled  wish  had  the  command  as  a 
necessary  consequence,  in  the  same  manner  must  punish- 
ment follow  disobedience  to  the  command.  One  needs  to 
be  careful  not  to  give  too  many  commands.  Many  tilings 
bring  their  natural  punishments,  and  so  long  as  these  do 
not  injure  the  child,  they  had  best  be  left  to  make  their 
experiences. 

Again,  the  child  cannot  comprehend  many  of  these  com- 
mands, nor  remember  them,  and  he  becomes  hardened  by 
too  many  punishments,  or  discouraged  and  anxious  if  at 
every  step  a  well-meant  command  intrudes  itself  upon 
him,  and  his  energy  and  activity  are  certain  to  become 
impaired.  Let  the  command  be  positive,  a  command  to 
do  a  thing,  not  a  command  not  to  do  a  thing;  —  forbidden 
fruits  taste  sweetest.  Especially  guard  against  forbidding 
anything  that  the  child  has  not  yet  even  thought  of  doing. 
Among  the  punishments  that  are  to  follow  disobedience^ 
we  enumerate  the  reproof,  the  withdrawing  of  some  pleas- 
sure,  loss  of  liberty,  and  corporal  punishment.  The  re- 
proof is  the  most  simple,  and  can  be  graded  to  be  more 


LECTURE    NO.    VII.  151 

or  less  severe,  but  it  must  never  degenerate  into  scolding 
and  calling  of  names,  for  they  impair  authority  and  es- 
trange the  child;  while  they  are  more  injurious  to  his 
sense  of  honor  than  a  whipping  would  have  been;  they 
are  the  wor.st  punishment,  unless  it  is  ridiculing  or  bribing. 
Ridiculing,  scolding,  or  calling  names  is  never  done  with- 
out anger  in  the  educator's  part,  and  should  therefore  be 
re  inn  VIM!  from  the  list  of  penalties.  There  is  no  doubt 
that  whipping  is  the  most  effectual  means  to  arouse  fear, 
and  bring  about  good  behavior;  but  as  fear  is  the  lowest 
motive  of  action,  it  must  be  used  only  as  a  last  resort, 
and  on  all  occasions  we  must  endeavor  to  awaken  and 
strengthen  the  highest  motives  of  action  in  the  child. 

None  of  all  these  dangerous  means  of  enforcing  obedi- 
ence in  the  family  ever  need  to  be  resorted  to  again,  as 
soon  as  we  can  influence  mothers  to  listen  and  take  into  their 
hearts  Froebel's  call,  "  Come,  let  us  live  for  our  children," 
and  we  can  inspire  them  with  a  desire  to  study  his  system 
of  infant-training.  But  not  until  then  can  we  hope  for  a 
great  change  in  the  present  mode  of  bringing  up  girls  and 
them  an  education  to  fit  them  for  the  sacred  mother- 

-at  ion.  They  will  then  no  longer  be  sacrificed  at  the 
altar  of  fashion  or  any  other  idols  which  require  that  the 
bodv,  soul,  and  spirit  of  the  future  mother  be  forced  into 
a  form  ami  direction  directly  opposed  to  nature  and  the 
first  principles  of  a  high  education. 

It  is  during  the  first  year,  while  the  child  is  unable  to 
reason,  that  he  must  acquire  the  habit  of  obedience,  and 
the  greatest  wisdom  in  the  educator  should  come  into  ex- 
ercise.* 

When  one  commands,  as  has  been  said  before,  it  must 


ui  «-." 


NATIONAL   KINDERGARTEN    MANUAL. 

oe  done  quietly,  but  decidedly,  and  take  care  not  to  resort 
to  the  two  favorite  methods  of  rewards  and  threats,  both 
of  which  presuppose  the  possibility  of  disobedience,  and 
are  therefore  not  decided  enough,  and  are  defective  also  in 
so  far  as  they  are  simply  external  motives  of  action.  The 
individuality  of  each  child  must  be  brought  into  consider- 
ation, as  well  as  the  physical  constitution  and  disabilities. 
The  most  difficult  of  all  things,  during  the  first  years  of 
the  child's  life,  is  the  task  of  awakening  and  preserving 
the  germs  of  goodness  in  his  heart.  At  this  tender  age, 
these  germs  may  be  led  into  two  opposite  directions,  — 
according  to  the  influencing  circumstances,  they  may  be- 
come virtues  or  vices.  Thus  timidity  may  grow  to  be 
modesty  or  abjectness ;  fear  may  grow  to  be  prudence  or 
cowardice;  the  natural  roguishness  or  foolhardiness  of 
children  may  develop  into  energy  and  executiveness  or 
cruelty  and  rudeness.  It  requires  as  much  decision,  tact, 
and  watchfulness  to  stem  the  flow  of  any  capacity  or  ten- 
dency in  the  direction  of  vice,  as  it  requires  care  and 
trouble  to  fan  the  tiny  little  flame  of  the  natural  disposi- 
tion in  the  direction  of  virtue. 

THE  SPHERE,  THE  CUBE,  AND  THE  CYLINDER. 

The  second  gift,  which  consists  of  a  hard  ball,  a  cube, 
and  a  cylinder,  involves  as  its  basis  recognition  of  the 
truth,  that  in  order  to  a  clear  knowledge,  there  must  be 
comparison;  or,  in  other  words,  that  we  only  learn  what 
a  thing  is  by  learning  what  it  is  not.  Therefore,  to 
complete  the  child's  knowledge  of  the  ball  he  must  com- 
pare it  with  something  else ;  and  as  his  powers  are  too 
weak  to  discern  slight  differences,  he  needs  an  object  which 
presents  to  it  the  completest  possible  contrast.  We  find 
this  in  the  cube.  Instead  of  the  unity  of  the  ball,  we  find 


!.!•:•  TIKI:  NO.  vn.  l.~>:> 

here  variety;  instead  of  the  simplicity  and  unvarying  uni- 
formity of  the  ball,  we  have  in  the  cube  an  object  which 
changes  with  every  modification  of  position  and  every 
acceleration  of  movement.  Instead  of  the  ready  mov- 
ableness  of  the  ball,  we  have  in  the  cube  an  object  which, 
as  it  were,  embodies  the  tendency  to  repose. 

The  cylinder  forms  the  connecting-link  between  the  ball 
and  the  cube.  Like  the  ball,  it  is  round,  and  without 
corners ;  and,  like  the  cube,  it  has  faces  and  edges. 

The  wooden  sphere  forms  a  more  or  less  decided  contrast 
with  the  soft,  elastic  ball  of  the  first  gift,  in  its  hardness, 
in  the  greater  smoothness  of  its  surface,  in  its  greater 
weight,  and,  consequently,  in  the  greater  noise  which  it 
occasions  on  being  dropped  or  rolled  on  the  floor.  The 
last  two  contrasts  seem  to  give  particular  pleasure  to  the 
child,  since  they  offer  him  proofs  of  his  increasing  strength; 
and  if  he  delights  in  beating  the  floor  with  the  wooden 
ball,  it  is  less  for  the  love  of  the  noise  as  such  than  as  an 
expression  and  proof  of  his  greater  strength  and  skill.  An 
additional  contrast  may  be  introduced,  if  the  child  receives 
two  wooden  spheres,  the  one  black  and  the  other  white. 
In  the  kindergarten  we  give  questions  to  the  class  as  to 
the  difference  in  the  appearance  of  the  three  objects. 
They  find  out  that  the  sphere  presents  one  unbroken,  uni- 
formly-curved surface,  free  from  edges  and  corners,  which 
QOVer  changes  in  shape  in  whatever  position  it  is  shown; 
while  the  cube  presents  a  variety  of  aspects,  according  to 
its  position  with  reference  to  the  eye.  For  all  these  con- 
trasts tin;  cylinder  offers  t  he  connection.  It  presents  more 
9  than  the  sphere  and  less  than  the  cube.  One  of  these 
faces  is  curved  in  one  of  its  dimensions;  the  others  are 
planes.  Its  value  as  a  connecting-link  becomes  particularly 
evident,  when  we  suspend  the  cube  by  a  string  fixed  to  the 


154  NATIONAL   KINDERGARTEN   MANUAL. 

middle  of  one  of  its  sides ;  when  it  is  rapidly  revolved,  it 
will  present  the  shape  of  a  cylinder.  If,  then,  the  cylinder 
is  similarly  spun  around  while  suspended  by  a  string  fixed 
to  one  of  its  edges,  it  will  present  the  shape  of  a  sphere. 

The  mother  or  nurse,  in  her  plays  with  the  child,  must 
be  guided  by  the  same  laws  and  by  similar  considerations, 
as  in  the  use  of  the  first  gift.  Here,  too,  the  child's 
attention  must  be  thoroughly  roused  and  fixed,  and  care 
taken  not  to  weary  or  surfeit.  Each  successive  play  must 
have  connection  with  preceding  ones  —  must  grow  out  of 
them,  as  it  were.  The  voice,  language  and  song  must  be 
the  constant  interpreter  of  whatever  is  done  —  must 
furnish  clear  signs  or  symbols  of  the  impression;  inde- 
pendent self-activity  on  the  child's  part  must  be  more  and 
more  encouraged.  Of  course,  the  balls  in  the  first  gift 
must  riot  by  any  means  be  thrown  aside  when  the  second 
gift  is  placed  in  the  hands  of  the  child.  On  the  contrary, 
he  will  often  delight  to  use  one  or  more  of  them  in  the  old 
plays,  to  invent  new  plays  with  them,  or  to  combine  them 
with  the  playthings  of  the  second  gift.  The  child  must 
be  taught,  even  at  this  early  age,  not  to  throw  old  ac- 
quaintances aside  as  soon  as  new  ones  with  other  or 
brighter  features  are  presented.  With  the  sphere  we  may 
repeat  many  of  the  plays  that  delighted,  instructed,  and 
exercised  the  child  when  they  were  made  with  the  ball. 
On  account  of  its  greater  weight  and  hardness,  the  sphere 
will  express  many  things  with  more  clearness;  and  a  new 
charm  is  lent  to  them  by  tlie  noise  which  the  sphere 
makes  in  falling,  rolling,  and  striking.  There  are  two 
plays  with  the  ball  which  bring  out  the  character  of  the 
sphere  as  the  representative  of  motion  and  of  unchange- 
ability  in  its  aspects  so  clearly  that  they  must  be  spoken 
of.  The  sphere  is  placed  near  the  rim  of  a  plate.  If  the 


LKC  ITKI-:    NO.    VII.  155 

plate  is  then  inclined  slightly  in  opposite  directions,  the 
sphere  will  revolve  rapidly  around  its  own  axis  and  along 
the  rim.  In  the  second  of  these  plays  the  ball  is  sus- 
pended by  a  double  string,  and  is  caused  to  spin  very 
rapidly  on  its  own  axis,  by  alternately  twisting  and  un- 
twist ing  the  string  in  opposite  directions.  Both  motions 
should  he  accompanied  by  little  songs  similar  to  these. 
On  tli  plate  — 

Hound  :md  round  and  round  you  run, 
Baby  loves  to  watch  the  fun  ; 
It  matters  not  how  fast  I  race, 
/  n ///-a//.-?  .-ihnir  the  same  round  face  ; 

With  the  string: 

Watch  a:id  see  how  fast  I  go, 
First  up  high,  and  then  down  low. 

Even  at  this  time  the  child  is  to  be  made  to  feel  the 
consequences  of  its  own  actions.*  If  the  ball  falls  down, 
the  mother  holds  him  down  to  pick  it  up  with  her,  or  lets 
him  apparently  take  part.  In  that  way  he  will  gradually 
learn  to  distinguish  cause  from  effect.  As  soon  as  the 
child  can  catch  other  things  within  his  reach,  mamma 
hands  the  ball  to  him  shut  within  her  hand,  and  says: 
-Docs  Charlie  want  the  ball?  Where  is  it?  Find  it.*' 
What  an  exclamation  of  delight  when  the  tiny  little  hands 
at  last  succeed  in  opening  mamma's  hand  and  getting  the 
ball  ! 

M»thcr  helps  her  child,  and,  opening  her  hand,  says: 
"  There  i  The  little  one,  in  his  turn,  will  hide  it  in 

his  hands,  for  mamma  to  open  them.  During  this  little 
play,  the  ball  rolls  away.  Mamma  uses  this  again  fora 
new  play,  and  si: 

•  See  Educational  Rule*,  No.  10,  11,  14,  17. 


156  NATIONAL   KINDERGARTEN   MANUAL. 

The  ball,  if  it  could  talk 
Would  say,  I  love  to  walk, 
And  baby,  too,  would  like  to  go ; 
Come,  we'll  try  to  follow  you. 

And  mamma  lets  baby  take  tbe  first  steps  after  tbe  ball, 
holding  him  carefully  under  both  his  little  arms. 

When  the  cube  is  presented,  a  little  dialogue  may  ensue : 

Here,  Mr.  Cube,  roll  away,  roll  away ! 
With  my  baby  you  shall  play. 

"  What  is  the  matter?  why  don't  you  roll?  Oh,  I  see  ! 
you  have  some  sharp  edges,  they  will  not  let  you  roll.*' 
Baby  feels  of  them.  (Child,  eighteen  months  to  two 
years.)  He  tries  to  push  it  — 

See,  the  cube  must  like  to  stand, 
It  does  not  mind  your  little  hand. 

Now  they  push  a  little  harder : 

Ever  on  this  spot  you  lie, 

We  shall  move  you  bye  and  bye. 

All  Froebel's  play-materials  can  be  used  in  a  great  va- 
riety of  ways,  and  when  certain  laws  are  obeyed  in  the  use 
of  them,  far  from  lessening  freedom  of  action,  tbe  sphere 
or  range  of  play  and  amusement  is  enlarged.  The  child, 
therefore,  does  not  tire  very  readily,  even  if  these  experi- 
ments and  experiences  are  many  times  repeated.  Lay  the 
cube  on  baby's  hand  and  say : 

The  cube  lies  in  your  hand  so  still, 
You  may  press  it,  if  you  will. 

Or,  holding  the  cube  downwards  with  the  baby's  hand : 

To  the  ground  you  cannot  go, 
While  we  hold  you  tightly  so. 

But,  alas,  it  does  fall,  and  mamma,  using  every  incident 
for  a  new  play  and  new  instruction,  sings: 


LECTURE    NO.    VII.  157 


hand  is  yet  too  small, 
So  the  cube  must  have  a  fall. 

These  plays  can  be  extended  to  the  infinite,  but  always 
the  child  free  and  never  force  it  to  this  or  that  play. 
An  attentive  mother  understands  the  meaning  of  the  child's 
utterance,  and  will  try  to  respond  to  his  wishes  in  the 
most  satisfying  manner,  ever  watchful  to  lead  him  on  in 
an  instructive  and  ennobling  manner. 

All  close  observers  will  have  noticed  that  every  child 
loves  and  attempts  to  grasp  more  than  he  is  able  to. 
The  child  will  try  to  hold  the  two  toys,  and  mamma  sings  : 

The  cube  you  cannot  hold  at  all, 
When  in  your  hand  you  hold  the  ball. 
Or: 

Where  the  cube  is,  you  see, 
The  ball  cannot  be. 

Or: 

Some  room  \ve  must  make, 
If  the  cube  \ve  will  take. 

Or  when    lie  loses   both  by  not  wanting  to  let  go  of 

either: 

If,  holding  some,  you  still  want  more, 

You  must  lose  what  you  had  before. 
Or: 

When  nothing  holds  the  cube  or  ball, 

To  the  floor  they  both  must  fall. 

l>ut  we  return  to  our  cube,  placing  it  firmly  upon  the 
table.  Then  mamma  tries  to  stand  it  on  one  edge,  paral- 
lel to  tlu-  table-edge  : 

Steady,  steady,  little  man, 
Stand  alone  now,  if  you  can  ; 
It  does  not  know  which  way  to  go, 
And  totters  feebly  to  and  fro. 

No\v  it  may  be  made  to  stand,  by  resting  it  against  the 
box  or  the  wall: 


158  THE    NATIONAL   KINDERGARTEN    MANUAL. 

With  my  back  against  the  wall, 
I  am  safe  and  shall  not  fall. 

Every  time  it  falls  the  child  is  so  pleased  that  he  will 
push  away  the  support  to  make  it  tumble  down  again,  for 
he  loves  life  and  motion  in  everything.  Or  he  will  bang 
the  table  with  it,  and  mamma,  getting  enough  of  it,  and 
to  separate  the  child  cheerfully  from  his  toys,  sings : 

Bang,  bang,  what  a  noise ! 

You  cannot  hear  your  mamma's  voice. 

Baby  loves  that  kind  of  fun,  — 

Not  so  hard,  my  little  one. 

Spoiled  will  our  table  be ; 

Give  the  cube  now  back  to  me ; 

Put  it  in  its  little  nest, 

For  the  cube  now  wants  to  rest. 

This  little  song  is  also  calculated  to  call  the  child's 
attention  to  the  two  different  sounds,  the  banging  and  the 
voice.  Playful  energy  and  self-reliance,  content,  joy,  as 
well  as  observation  arid  perseverance,  are  the  legitimate 
results  of  these  occupations ;  and  although  all  the  good 
results  of  this  system  will  not  be  observable  till  in  later 
years,  this  fruit  will  not  be  forthcoming  where  this  system 
has  not  been  used. 

EDUCATIONAL  RULES. 

25.  Do  not  induce  a  child  to  be  self-denying  against  his 
inclination,  but  only  from  free  choice.  Otherwise,  he  will 
experience  a  personal  loss,  and  the  value  of  the  lesson  in 
benevolence  that  you  wished  to  inculcate  is  lost  in  the 
sense  of  deprivation  and  bereavement  which  will  last  for 
many  years.  Even  when  you  wish  to  give  away  the 
child's  out-grown  garments,  ask  his  permission.  It  costs 
you  nothing,  and  it  gives  the  pleasure  of  ownership  and 
generosity  to  the  child. 


u:crri:i-:   NO.   vn.  159 

26.      Always   take   your   child  on   errands  of  kind' 
and  let   him  be  the  messenger  who  carries  forgiveness  to 
the  other  children.     Do  not  let   children  be  the  messen- 
gers  of  threats   for   punishment    to    brothers,    sisters,  or 
servants. 

-7.  Do  not  reply  in.  a  hurry,  what  is  untrue.  If  you 
cannot  answer  at  the  time,  fix  a  time  when  you  will  give 
a  definite  reply.  (See  Lecture  8). 

28.  If  a  child  seems  to  get  discouraged,  sympathize 
with  him ;  admit  that  what  he  is  engaged  upon  is  trouble- 
some, but  at  the  same  time  hold  up,  as  it  were,  in  conver- 
sation, some  examples  where  children  are  worse  off,  or 
have  to  bear  things  more  trying.  (See  "Bits  of  Talk," 
by  I  lelen  Jackson.) 

HYGIENE. 

25.  Do    not   allow  errands    to    be    done   early   in  the 
morning  upon  an  empty  stomach. 

26.  If  you  have  a  water-closet  in  your  house,  be  sure 
to  keep  the  window  open  in  it  all  the  year  round. 

27.  Remove  flowers  from  your  room  before  retiring  for 
the  night,  unless  you  keep  your  window  open. 

28.  Instead  of  boiling  the  milk,  when  it  is  to  have  a 
constipating  effect,  use  boiled  flour,  prepared  like  starch, 
with  a  little  cream  and   sti^ar  added  to  it.     The  flour  is 
tied  in  a  bag,  boiled  three  hours,  then  cut  the  wet  outside 
<>ff;    i lie  inside  is  hard,  Imt  will  crush  up  readily  if  it  is 
•  lone  while  hot.     It  is  then  sifted  and  put  into  glass  jars, 
ready    for   use.     It  is  prepared1  like  starch;  one  heaping 

rt-spoonful  makes  enough  for  one  meal  for  a  very 
young  child. 


160  NATIONAL   KINDERGARTEN   MANUAL. 


LECTURE    No.    VIII. 

[Given  by  Mrs.  CAROLINE    B.   WINSLOW,    Editor  of   "  The   Alpha," 
Washington,  D.  C.,  to  Mrs.  Pollock's  Mothers'  Class.] 

THE  essentials  of  a  nursery  are  pure  air,  sunshine,  and 
neatness.  To  secure  these  the  room  must  be  of  medium 
size,  with  east  and  south  windows,  so  constructed  that  air 
can  be  easily  and  frequently  changed,  without  chilling  the 
occupants. 

Ruskiri  says,  "  All  education  to  beauty  is,  first,  in  the 
beauty  of  gentle  human  faces  around  a  child.  Secondly, 
in  the  fields  —  fields  meaning  grass,  water,  birds,  beasts, 
flowers,  and  sky ;  without  these  no  man  can  be  educated 
humanely.  He  may  be  a  calculating  machine,  a  walking 
dictionary,  a  painter  of  dead  bodies,  a  twanger  and  a 
scratcher  of  keys  or  catgut,  a  discoverer  of  new  forms  of 
worms  in  mud,  but  a  properly  so-called  human  being 
never. 

"  Pictures  are  not  needed  if  the  child  has  other  things 
right  around  him  and  given  him  — his  garden,  his  cat,  and 
his  window  to  the  sky  and  stars;  in  time  pictures  and 
flowers,  and  animals  and  things,  in  heavens  and  heavenly 
earth  may  be  useful  to  it,  but  see  first  that  his  realities 
are  heavenly." 

Cleanliness,  plainness,  and  naturalness,  in  surroundings, 
in  dress,  in  diet,  and  in  bed,  requiring  little  labor  to  keep, 
and  little  anxiety  to  preserve  intact,  and  no  unnecessary 
threatening  of  the  freedom  of  the  child  to  preserve  his 
surroundings  from  being  marred  by  hard  and  constant 
using,  which  is  a  great  saving  of  friction  to  both  child  and 
nurse. 

The   diet   of  the    child    should  be  regulated    with    the 


U-:<TI  in-:  NO.  vin.  Itil 

care.  Of  course  the,  first  nine  months  of  its  life 
it  should  be  fed  only  from  its  mother's  milk,  —  from  na- 
ture's fountain, — which  should  be  given,  as  much  as  pos- 
sible, at  regular  intervals,  generally  letting  the  infant  take 
all  it  will  at  one  time.  Happy  the  babe  that  is  so  nour- 
ished. I)iit,alas!  there  are  many  unfortunate  ones  ush- 
ered into  this  bleak  world  for  whom  no  such  happy  pro- 
visions are  made.  Your  physician  will  advise  you  what 
jo  teed  them  upon,  but  do  not  fall  into  the  error  of  think- 
ing that  every  time  the  child  cries  he  is  hungry.  More 
children  have  lost  all  the  joys  and  comforts  of  childhood 
from  too  frequent  feeding,  and  many  have  lost  their  lives 
by  i his  process.  Many  others  that  have  survived  have 
suffered  through  their  whole  lives  from  imperfect  powers 
of  digestion,  and  consequently  imperfect  nutrition. 

T'-ach  children  to  be  cleanly  in  their  habits,  and  begin 
this  lesson  at  once.  "  A  dirt}-  child  is  a  mother's  disgrace." 
Cleanliness  is  very  nearly  a  godly  attribute,  and  good 
habits  in  this  respect  add  much  to  a  child's  comfort,  and 
promote  self-respect  and  gentle  manners,  with  dignity  of 
character  in  later  years. 

The  moral  influence  of  the  nursery  should  be  regulated 
with  the  most  scrupulous  exactitude.  The  mother  and 
the  nurse  should  be  watchful,  gentle,  patient,  truthful, 
well  poised,  never  yielding  to  fear  or  anger,  but  always 
tli'iu  <ind  steadfast. 

This  plia.se  of  education  should  begin  very  early  in  the 
new  life,  even  while  nestling  under  the  mother's  heart, 
and  while  dependant  upon  the  mother's  brain  and  blood 
for  nourishment  and  growth.  So  powerful  is  the  influence 
of  the  character  and  conduct  of  older  personson  that  plas- 
tic stii'^e  of  life,  that  mothers  should  study  to  be  calm  and 
conscientious  even  in  their  thoughts,  as  well  as  actions. 


162  NATIONAL   KINDERGARTEN   MANUAL. 

Above  all  things  protect  a  child  from  the  influence  of.  fear. 
Fear  of  a  real,  tangible  object,  or  of  one  conjured  by  the 
imagination,  is  always  injurious  to  any  one,  but  especially 
so  to  children.  Frights  have  so  shocked  the  tender  brain 
and  sensitive  nerves  of  children  as  to  seriously  injure  their 
health  and  peace  of  mind  in  after  life.  Modern  metaphy- 
sicians regard  fear  as  the  most  depressing,  and  therefore 
the  most  injurious  emotion  which  the  soul  is  capable  of 
experiencing. 

Love  and  joy  are  the  highest  and  most  inspiring  and 
healthful  of  all  the  emotions.  Therefore,  never  let  a 
mother,  a  nurse,  or  a  friend  excite  terror  in  a  little  heart 
by  telling  them  fearful  or  weird  stories,  or  bringing  before 
their  vision  startling  or  dreadful  objects,  or  surprising 
them  by  suddenly  and  unexpectedly  jumping  at  them  for 
the  amusement  of  seeing  them  start  and  scream  with 
terror. 

We  know  of  a  sensitive  but  intelligent  child,  eight 
years  old,  who,  possessed  of  rather  more  than  ordinary 
courage,  obediently  went  into  her  dark  room  to  go  to  bed ; 
this  room  was  next  to  her  mother's,  who  sat  there  sewing. 
A  brother,  thinking  it  rare  sport,  hid  under  the  bed,  and 
when  the  child  climbed  upon  the  bed  she  felt  something 
touch  her  bare  foot ;  remembering  her  good  mother's  in- 
struction, to  always  discover  the  object  and  find  out  what 
had  given  alarm,  she  instantly  got  down  on  the  floor  and 
felt  as  far  under  the  bed  as  she  could  reach,  but  finding 
nothing  she  supposed  herself  mistaken.  Again  climbing 
into  the  bed,  her  foot  was  grasped  by  a  hand  and  held  to 
the  floor.  The  screams  and  fright  were  terrific ;  sweats, 
shivers,  and  trembling  followed  each  other  for  some  time ; 
the  effect  of  which  was  never  wholly  recovered  from. 
That  child  is  now  a  woman  past  middle  life,  but  to  this 


LECTURE  NO.  VIII.  163 

day  she  feels  the  effect  of  that  shock  to  the  nerve-centers, 
and  requires  constant  bracing  and  watchfulness  to  keep 
her  mind  serene  and  her  soul  in  equipoise.  I  do  not  doubt 
but  many  nervous  diseases  that  afflict  humanity  had  their 
origin  in  shocks  and  fears  of  childhood. 

As  the  child  grows  into  a  more  independent  life,  of 
course  its  treatment  must  vary  with  its  years.  In  matters 
of  government  of  children  let  the  laws  arid  regulations  be 
few  and  simple,  but  let  these  be  fully  understood  and 
lirmly  enforced. 

Obedience  in  childhood  promotes  health,  insures  orderly 
habits,  and  increases  the  happiness  of  the  child  by  making 
it  love  with  greater  confidence  and  reverence  its  parents 
and  guardiuns. 

There  are  various  ways  of  inculcating  truthfulness  in  a 
child.  Lying  is  a  device  of  the  timid,  the  fearful,  the 
weak.  In  a  negative  way,  everything  that  can  make  a 
child  afraid  to  speak  the  truth  should  be  taken  out  of  his 
way.  Then  in  a  positive  way  he  should  be  surrounded 
with  an  atmosphere  of  truthfulness.  Persistent  and  habit- 
ual lying  in  a  child  is  the  parent's  fault,  for  the  child  is 
ever  liic  mirror  of  the  parent.  There  is  no  getting  away 
from  that  fact.  How  many  parents  there  are  who  by  their 
own  half-truthfulness  to  their  children,  teach  them  lying, 
falseness,  duplicity,  prevarication  !  Children  have  just  as 
much  right  to  the  truth  as  grown  people  have,  and  when 
they  a^k  a  question,  if  they  are  answered  at  all,  they 
should  be  answered  according  to  the  facts.  Of  course 
there  are  many  things  that  cannot  be  explained  to  children, 
and  concerning  these  they  may  be  frankly  told,  that  they 
shall  know  when  they  are  older.  That  mother  who  can 
truthfully  say,  "I  never  told  one  of  my  children  a  lie  or 
any  approach  to  it  in  their  lives,"  will  have  no  cause  of 


164  NATIONAL    KINDERGARTEN    MANUAL. 

complaint  as  to  their  truthfulness  when  they  come  to  years 
of  discretion,  and  often  long  before  that. 

But  when  a  child  does  lie,  what  shall  be  done  to  correct 
it?  The  remedy  is  in  every  mother's  hands.  Take  the 
child  into  the  privacy  of  the  closet;  place  his  dereliction 
plainly  before  him ;  then  take  the  Bible  and  read  from  it 
such  passages  as  these  :  "  A  false  witness  shall  not  go  unpun- 
ished, and  he  that  speaketh  lies  shall  perish  "  (Proverbs, 
xix.  9 ) ;  "  These  six  things  doth  the  Lord  hate  ;  yea,  seven 
are  an  abomination  to  him  :  a  proud  look,  a  lying  tongue, 
and  hands  that  shed  innocent  blood  "  (Rev.  xxi.  8);  "And 
there  shall  in  no  wise  enter  into  it  anything  that  defileth, 
neither  whatsoever  worketh  abomination,  or  maketh  a  lie; 
but  they  which  are  written  in  the  Lamb's  book  of  life  " 
(Rev.  xxi.  27). 

With  a  concordance  innumerable  other  passages  bearing 
on  this  subject  may  be  found.  After  this  exercise  let 
whatever  punishment  follows  be  administered  by  the  pa- 
rent as  an  officer  of  the  law,  and  under  the  sanction  of  Di- 
vine authority.  This  is  indeed  the  only  sanction  for  any 
punishment.  It  is  a  very  solemn  thing  to  train  a  child 
aright,  to  build  up  such  bulwarks  around  him  as  shall 
compel  him  to  choose  the  right  path.  The  course  pre- 
scribed we  have  tried  on  black  and  white  children,  on 
waifs  picked  up  from  the  street,  and  in  our  own  family, 
and  followed  up  it  never  has  failed  of  success  ;  but  it  must 
be  followed  up  in  little  lies  as  well  as  big  ones,  for  a  little 
lie  is  just  as  wicked  as  a  big  one. 

In  all  your  intercourse  with  children,  be  candid,  truth- 
ful, and  sincere.  These  little  ones  are  endowed  with  a 
wonderful  gift  of  intuition.  An  English  writer  calls  it 
"thought  reading."  Children  are  very  observing,  and 
they  penetrate  disguises  with  great  facility.  If  you  wish 


LECTURE    NO.    VI LI.  165 

your  child  to  be  loving,  gentle,  truthful,  and  open,  you 
must  be  all  these  yourself,  because  they  will  model  their 
thought  and  action  after  those  they  love  and  reverence. 
Confidence  is  the  diviner  part  of  us.  It  is  the  child-nature, 
that  which  is  the  "kingdom  of  heaven."  Woe  to  him 
who  has  little  or  no  confidence  in  mankind.  Hope  is  based 
in  confidence,  belief,  and  becomes  an  anchor  to  the  soul, 
and  should  have  its  foundation  inlaid  in  the  developing 
season  of  child-life.  Faith  and  hope  are  fundamental  ele- 
ments of  the  human  soul.  Upon  their  development  de- 
pend the  health,  happiness,  virtue,  and  usefulness  of  every 
human  being.  Hope  is  based  on  belief.  We  rest  in  our 
hopes.  Cheerfulness  and  smiles  are  the  hopes  of  child- 
hood. How  important,  then,  is  the  early  encouragement 
and  nurture  of  these  soul-elements. 

Diet  has  a  marked  effect  upon  the  temper,  obedience, 
and  happiness  of  children  as  great  as  upon  health.  Grow- 
ing children  do  not  need  meats,  pastry,  cake,  preserves,  or 
condiments;  indeed  they  are  positively  injurious  and 
should  not  be  given  to  them,  nor  to  children  of  older 
youth  for  that  matter.  The  graces  of  the  spirit  in  the 
formation  of  children's  character  depend  largely  upon  the 
food  they  eat,  and  the  manner  in  w-hich  it  is  prepared. 
Children  fed  upon  animal  food  are  apt  to  be  irritable  and 
quarrelsome.  The  effect  of  this  diet  upon  temper  was 
well  illustrated  by  the  bear  that  was  kept  in  a  museum  at 
:i.  (initially.  When  fed  on  bread  he  was  quiet  and 
tractable:  even  children  could  play  with  him  with  impu- 
nitv.  lint  a  few  weeks'  feeding  on  flesh  would  make  him 
ferocious  and  dangerous.  The  same  effect  is  produced  in 
children.  It  is  unfortunate,  when  children  are  under 
kindergarten  instruction,  that  mothers  should  not  intel- 
ligently co-operate  with  teachers  and  help  their  children 


166  NATIONAL    KINDERGARTEN   MANUAL. 

to  be  tractable  and  happy  by  judicious  and  nutritious 
food. 

Children,  after  they  are  weaned,  should  eat  grains  and 
fruit,  with  gems  made  of  all-wheat  flour,  with  oatmeal, 
cornmeal,  cornstarch,  and  rice  for  variety,  fruit  sauce, 
fruit  puddings,  and  simple  vegetables.  These  dishes,  al- 
ways prepared  with  care,  make  the  table  tasteful  and  at- 
tractive, with  flowers  and  fresh  fruit,  in  pretty  dishes  be- 
longing to  the  children.  The  breakfast  might  admit  of 
soft-boiled  eggs  occasionally,  or  baked  potatoes  for  change. 
Little  ones  thus  cared  for  will  not  be  nervous,  fretful,  or 
disobedient.  They  will  sleep  well,  and  thus  promote 
sleep  in  mothers  and  nurses,  giving  them  rest  and  strength, 
which  has  much  to  do  with  eking  out  patience  and  for- 
bearance with  the  family. 

A  child-nurse  should  understand  and  be  able  to  inter- 
pret the  signs  of  approaching  illness.  These  are  indicated 
by  its  movements,  the  positions  it  assumes  when  at  rest, 
and  by  its  cries  and  moans.  To  understand  these  signs, 
expressing  want  and  pains,  should  be  one  of  the  studies  of 
a  nurse,  so  that  the  natural  signs  of  hunger,  fatigue,  and 
physical  discomforts  may  be  distinguished  from  pain. 
When  a  babe  is  restless  and  nervous  it  indicates  that  its 
clothing  is  not  comfortable.  Removing  its  clothes  will 
generally  reveal  that  it  comes  from  mechanical  irritation, 
like  a  binding  too  tight  or  a  hard  fold  in  the  garment  pres- 
sing the  tender  flesh,  or  a  pin  that  has  escaped  from  its 
attendant's  clothing.  Cries,  accompanied  by  restlessness, 
idicate  unpleasant  sensations;  short  wheezing,  sobbing, 
or  suffocating  cries,  a  want  of  proper  action  of  the  lungs ; 
a  low,  moaning  cry  shows  pain  and  soreness  of  the  lungs, 
and  often  of  the  muscles,  as  from  sudden  cold ;  crying 
when  coughing,  a  pain  in  the  chest;  loud  crying,  with 


u:c'n  I;K   NO.  vin. 

drawing  up  of  the  knees  to  press  the  abdomen,  is  a  sign  of 
colic  ;  crying  accompanied  with  crowding  the  fingers  into 
the  mouth  and  chewing  them  shows  pain  in  the  teeth  and 
gums.  When  at  night  a  child  cries  out  in  his  sleep,  with 
flushed  cheeks  and  red  lips,  and  on  waking  seems  bewil- 
dered, and  takes  a  little  time  to  recognize  his  attendants 
and  surroundings,  it  indicates  mucous  accumulation  in. 
stomach  and  intestines,  which,  if  suffered  to  remain,  will 
generate  worms.  Sharp,  piercing  screams  and  rolling  the 
head  from  side  to  side,  with  dull,  leaden  eyes,  or  eyes  un- 
usually bright,  point  to  head  affections,  usually  conges- 
tion of  the  brain.  All  these  signs  and  more  should  be  un- 
derstood by  mother  and  nurse,  and  carefully  described  to 
the  physician.  The  life  of  many  a  precious  child  might 
be  saved  if  the  physician  could  receive  a  clear  de- 
scription of  his  cries  and  physical  signs.  A  nurse  cannot 
be  too  observing  of  little  changes,  or  too  minute  in  her 
observations  of  symptoms;  and  always  take  care  to  be 
exact,  and  describe  without  exaggeration  or  concealment. 
The  subject  has  been  merely  touched  upon,  but  sufficient 
has  been  said  to  show  the  importance  of  a  large  amount  of 
careful  training  necessary  to  a  competent  nurse.  When 
this  has  been  acquired  you  will  have  before  you  a  broad 
and  permanent  field  of  usefulness  that  will  give  an  honor- 
in  the  family,  and  a  successful  fulfilment  of  your 
duties  will  insure  lasting  gratitude  and  love  from  coming 
generations. 

EDUCATIONAL  RULES. 

It  is  better  that  your  child  should  seek  and  enjoy 
the  companionship  of  virtuous  children,  poorer  than  your 

own,  or  at  least  imt  too  miii-li  above  yurs   in  cireiimstan- 
If     they    do    happen  to  be  intimate  witli   the  rich, 


168  THE    NATIONAL    KINDERGARTEN    MANUAL. 

you  will  find  them  apt  to  be  discontented  at  home,  and 
disdainful  towards  their  other  playmates. 

30.  Do  not  expect  politeness  arid  good  manners  from 
a  child,  unless  you  use  them  towards  him.     How  often 
do  we  hear  "  Shut  the  door,"  "  Get  off  my  dress,"  etc., 
from  thoughtless  parents,  while  they  blame  the  child  for 
not  saying  "  Thank  you,"  and  "  If  you  please." 

31.  A  child  should  not  be  allowed  to  express  a  dislike 
for  anything  which  cannot  be  helped.     The  race  of  grum- 
blers would  soon  die  out  if  all   children  were  so  trained, 
that  never  between  the  ages  of  five  to  twelve  did  they  ut- 
ter a  complaint   without  being  gently  reminded  that  it 
was  foolish  and  disagreeable  in  them  to  do  so. 

32.  When  a  child  has  been  scratching  or  striking  an 
older  one,  I   have,  on  hearing  the   complaint,  taken   the 
older  one,  and,  holding  the  little  one  on  my  hip,  inquired 
gently  into  the  case,  doing  the  same  with  the  little  one 
in  an  inquiring  manner,  to  find  out  if  that  was  the  way 
the  trouble  occurred.  I  then  asked  the  older  one  to  do  the 
same  to  the  little  one.     I  never  saw  it  done.     The  tears 
of  the  older  would  always  change  to  smiles,  and  he  would 
look  at  the  little  offender,  shake  his  head,  and  turn  away. 
The  little  one  felt -he  deserved  punishment,  but,  owing  to 
the  generosity  of  the  older  one  he  escaped  it.     Thus  the 
bond  of  affection  was  strengthened. 

HYGIENE. 

29.  If  the  house  is  so  constructed  that  you  cannot  con- 
veniently have  your  head  to  the  north  while  sleeping,  the 
next  best  way  is  to  sleep  with  your  feet  to  the  west.  The 
electrical  currents  come  from  the  east,  and  it  is  best  they 
should  reach  you  from  head  to  foot,  rather  than  vice-versa. 


LK(    PI   RE  NO.  IX.  169 

150.     Do  not  allo\v  your  child  to  study  in  the  evening. 
It  is  had  fi»i-  his  sleep  .and  for  his  eyes. 

31.  If  any  one  lias  wet  feet,  and  is  not  situated  where 
he  can  change  shoes  and  stockings,  keep  moving.     It  will 
prevent  taking  cold. 

32.  Open  fire-places  are  the  best  heaters  for  health.    It 
is  far  healthier  to  sleep  in  cold  rooms  than  in  heated  ones. 


LECTURE.  No.    IX. 

As  we  have  already  seen,  Froebel  not  only  wanted  to 
develop  the  child's  intellect,  giving  him  play-materials  to 
work  with,  but  he  studied  out  the  best  means  to  enoble 
the  heart  and  strengthen  the  body,  so  as  to  increase  its 
health,  grace,  and  agility.  Froebel  considers  that  next  to 
the  affections,  within  the  home  circle,  the  most  powerful 
influence  is  exerted  upon  the  child,  by  making  it  suscepti- 
ble to  the  beauties  of  nature,  and  giving  it  an  affectionate, 
intimate  intercourse  with  nature.  This  can  best  be  done, 
not  only  by  walks  and  observations,  but,  best  of  all,  if  he 
can  occupy  himself  witli  the  cultivation  of  the  soil;  for 
only  what  a  child  handles  and  plays  with  can  attract  and 
chain  his  attention  for  any  length  of  time. 

Thus  digging  and  playing  in  sand  may  seem  of  no  other 
use  than  amusement  :  however,  it  forms  the  starting-point 
of  drawing  the  child's  observation  to  the  products  of  the 
soil,  and  awakening  in  him  the  desire  to  cultivate  it  by 
planting  and  sowing.  If  no  notice  is  taken  of  this  in- 
stinct, this  delight,  it  will  grow  weaker  only  too  soon,  and, 
like  all  power  that  lies  unused,  it  will  only  add  to  the 
weight  of  indolence,  which  is  the  plague  of  large  and 
small.  This  is  the  negative  damage  done:  positive 


170  NATIONAL   KINDERGARTEN    MANUAL. 

harm  consists  therein,  that  the  observation  of  nature's  pro- 
cesses— this  first  great  intelligent  teacher  of  humanity  - 
is  being  lost  for  the  child's  life,  and  with  it  an  inexhausti- 
ble treasure  of  joy  and  occupation.  Objects  in  nature 
will  only  be  superficially  taken  notice  of,  and  will  leave 
no  lasting  impressions.  No  matter  if  the  child  does  gather 
fruit,  or  pick  flowers  or  leaves,  this  alone  will  not  lead  to 
the  serious,  ennobling  reflections  which,  on  the  other  hand, 
he  should  make  his  own. 

How  very  different  when  the  child  has  a  little  piece  of 
ground  for  his  own,  to  transform  into  a  garden,  where  he 
can  dig,  hoe,  weed,  and  water  it  with  care,  and  watch  it 
with  the  greatest  longing  for  the  bursting  of  the  buds ; 
how  great  the  delight  with  which  he  will  cull  his  own 
flower  to  bring  to  his  loved  parents ! 

If  he  learns  to  observe  and  eagerly  watch  the  manifesta- 
tions and  changes  of  every  season, — the  sprouting  of  the 
tender  germs,  the  little  birds  in  their  nests,  the  bees  in  their 
hives,  the  caterpillars  and  bugs,  the  ripening  fruits,  and  the 
nodding  ears  of  grain,  yes,  the  whole  household  of  kind 
Dame  Nature — mother  earth,  he  will  reap  more  benefit  than 
any  amount  of  schooling  or  books  or  anything  else  under 
the  sun  can  give  him.  But  in  order  that  his  whole  soul  may 
engage  in  the  study  of  the  wonders  of  creation,  he  must 
work  and  occupy  himself  with  it  in  earnest.  The  child's 
heart  must  not  only  be  made  receptive  to  beauty,  but  by 
taking  care  of  plants  and  animals,  his  tender  affections  for 
these  first  objects  entrusted  to  his  care,  the  first  important 
steps  are  taken  to  awaken  a  true,  unselfish  love  in  his 
heart.  There  are  few  educational  means  at  command 
for  those  tender  years  of  the  child's  life  which  will  give 
him  duties  to  fulfil;  for  we  may  not  mention  those 
forced  duties  which  run  against  the  child's  inclination, 


LECTURE    NO.    IX.  171 

and  are   intended  to   awaken   and   strengthen   his   moral 
nature. 

The  trial,  we  might  call  it,  of  duties  to  be  fulfilled, 
which  even  children  of  tender  age  must  in  a  measure  be- 
come acquainted  with,  is  made  easier  if  agreeable,  attract- 
ive duties  have  been  preparing  the  child  for  those  which 
are  not  agreeable.  For  while  it  was  a  pleasure  for  him  to 
fulfil  some  duties  (quite  arduous,  considering  his  age), 
his  power  of  will  was  thereby  being  strengthened  by  ex- 
ercise, and  better  prepared  to  fulfil  duties  not  quite  so 
pleasant. 

A  sure  way  to  make  children  indolent  and  unwilling  to 
do  tasks  or  duties,  is  to  require  too  much  from  them,  with- 
out the  due  preparation.  That  is  the  reason  why  Froebel 
considered  the  garden  of  such  importance  for  the  child, 
and  named  his  schools  kindergartens  not  merely  symboli- 
cally. The  garden  is  open  nature  (though  fenced  in)  for 
the  child,  where  impressions  of  beauty  and  usefulness  and 
goodness  will  be  made  upon  his  heart,  and  his  moral  na- 
ture strengthened,  while  at  the  same  time  his  heart  will 
be  opened  to  the  first  religious  sentiments,  founded  on 
the  admiration  of  the  Creator.  If  the  young  soul  is  not 
capable  of  receiving  impressions  of  (iod  the  Creator,  by 
means  of  1  lis  \vonderfnl  manifestations  in  nature,  it  will  be 
a  far  more  difficult  matter  for  him  to  do  so  at  a  later  pe- 
riod. Only  what  a  child  sees  has  any  existence  for  him, 
onlv  the  visible  world  can  give  him  ideas  of  the  invisible, 
and  only  in  the  visible  Creator  can  he  recogni/e  the  invis- 
ible Spirit. 

Then  attain  the  practical  value  of  teaching  children  early 
to  cultivate  the  soil  should  not  be  undervalued. 

It  is  impossible  to  enumerate  all  the  advantages  to  be 
gained  from  the  child's  intimate  intercourse  with  nature; 


172  NATIONAL   KINDERGARTEN   MANUAL. 

how  its  invigorating  and  refreshing  work  and  watching  act 
as  safeguards  against  and  counterbalance  our  artificial 
and  conventional  modes  of  life.  All  we  need  to  do  is  to 
visit  the  kindergarten  and  observe  children  while  taking 
care  of  their  little  gardens,  or  when  enjoying  any  other 
pleasure  which  nature  affords  them,  and  which  ought  to 
lead  — be  it  in  the  garden  or  the  walk  —  to  the  most  man- 
ifold instructions  and  conversations.  Then  it  would  be- 
come evident  to  the  most  sceptical  mind,  where  this  seem- 
ingly small  and  insignificant  attraction  to  nature  may  lead. 
It  will  then  be  easy  to  understand  that  this  first  intro- 
duction to  nature,  and  the  judicious  use  we  make  of  the 
material  world,  will  form  the  only  sure  and  solid  founda- 
tion to  all  later  education. 

Notice  the  early  manifested  desire  of  the  child  to  touch 
everything.  How  tightly  the  infant  clasps  his  mother's 
fingers  and  is  loth  to  let  go  of  them  !  Thus  begins  his 
first  acquaintance  with  matter,  the  first  exercise  of  the 
hand,  the  use  of  which  is  to  serve  him  hereafter.  The 
hand  is  the  noblest  member  of  the  human  being :  to  it  has 
has  been  given  the  sceptre. 

The  strong  natural  instinct  in  children  to  use  their 
hand  serves  to  give  them  knowledge  before  any  of  the 
other  senses  are  enough  developed  to  assist  this  sense  of 
feeling. 

SECOND  STORY  OF  THE  FIVE  LITTLE  TRAVELERS,  AND 
WHAT  THEY  SAW  ON  THEIR  JOURNEY.* 

Mamma  was  sitting  out  of  doors.  The  children  were 
tired  of  playing,  and  the  supper  bell  had  not  yet  rung. 
Baby  Amia  was  sitting  in  her  lap  ;  mamma's  work-table 
was  by  her  side. 

*  Story  No.  1  is  in  "  Nat.  Kindergarten  Songs  and  Plays,"  page  72. 


u-:<Tn:i-:  NO.   ix.  173 

-  Please,  mamma,  tell  us  another  of  those  nice  stories, 
or  sing  to  us  one  of  those  little  songs,  where  the  fingers 
talk  ! "  Alice  said,  coaxingly. 

"About  the  little  travelers,"  lisped  dear  little  Jose*. 

Mamma  began  to  drum  on  the  table.     "Who  is  that," 

she  said.  — 

••  Down  by  the  fence  I  see, 

Tying  his  grey  horse  to  a  tree, 

A  short  little  man, 

With  a  blue  coat  on. 
Ali !  here  he  is,  coming  so  fine  : 
How  do  you  do,  Little  Thumbling  mine? 
Pray  tell  little  Amia,  where  have  you  been  ? 
And  tell  little  Jose,  what  have  you  seen?" 

"  Oh,  yes,  I  will,"  Little  Thumbling  said,  bowing  all 
the  time.  "  I  saw  a  mamma,  and  her  little  girl  was  play- 
ing in  the  sand.  Every  few  minutes  she  would  toddle  up 
to  mamma,  throw  a  little  stone  in  her  lap  and  say,  'Here 
is  a  present  for  you,  mamma.' 

-It  was  a  pretty  sight,  but  I  have  to  hurry  off.  Good 
bye  !  <r<>(.d  bye  !  " 

"  But  who  is  this  coming  now, 
Making  such  a  pretty  bow  ?  " 

-Tall  Forefinger  is  my  name,"  he  said.  "I  saw  the 
sweetest  little  girl  sitting  in  her  mamma's  lap.  She  was 
tin-d  of  playing  in  the  sand.  Mamma  was  singing  to  her 
1;  k-a-bye,  baby.  «»n  the  tree-top,' etc.  [sing  it  through]. 
IJaby's  eyes  kej.t  shutting,  but  she  would  open  them  oc- 
eiisioiially.  and  had  not  gone  to  sleep  when  I  had  to  go 
away." 

*'  Look,  children  dear ! 

Who's  coming  here? 
Tall  Middle  Finger,  how  do  you  do? 
\V     w;tnt  to  hear  something  from  you; 


174  NATIONAL   KINDERGARTEN    MANUAL. 

We're  glad  your  pleasant  face  to  greet, 

What  did  you  see  that  was  lovely  and  sweet?" 

"  I'll  tell  you  what  I  saw  :  sweet  baby  Amia  had  gone 
to  sleep ;  mamma  was  going  on  tip-toe  to  put  her  into  her 
snow-white  bed ;  but  I  was  in  such  a  hurry,  I  had  to 

hasten  away." 

"  Here  comes  a  little  fellow, 
With  something  bright  and  yellow 
Slipped  tightly  o'er  his  skin. 
Oh,  now  he's  coming  in, 
His  story  to  begin  !  " 

"  Good  evening,  dear  lady,"  he  said  [the  ring  finger 
has  to  keep  bowing  as  best  it  can]. 

"  I  saw  a  dear  little  baby  asleep,  and  mamma  was  kneel- 
ing by  the  bed,  and  I  heard  her  ask  God  to  bless  her  dear 
child,  and  to  send  his  angels  to  keep  her  from  all  evil. 
Good-bye,  little  children,  my  brother  is  jumping  off  from 
his  white  horse  ;  he  will  tell  you  some  more." 

Mamma  is  drumming  with  her  fingers,  and  says: 

"Who  is  that  little  dear, 
Coming  now  quite  near? 
He  is  taking  off  his  hat  to  you  ; 
He's  coming  in,  —  how  do  you  do?" 

"  Well,  I  will  tell  you  what  I  saw :  a  dear  baby  in  bed; 
her  cheeks  were  very  rosy,  and  when  I  stopped  to  look  at 
her  she  smiled.  She  was  dreaming  that  angels  were  play- 
ing with  her,  throwing  golden  balls  to  her,  and  singing  : 

1  Now  comes  the  ball  to  you, 
And  now  it  comes  to  me, — 
To  you,  to  me,  to  you,  to  me, — 
Now  comes  the  ball  to  you.' " 

Just  then  the  supper-bell  rang,  and  they  all  went  in  to 
supper. 

These  same  Little  Travelers  may  be  made  to  see  various 


LECTURE   NO.   IX.  175 

things  at  other  times.  Sometimes  the  thumb  sees  the 
child  plant  the  seed.  Each  of  the  other  fingers  sees  the 
progress  towards  the  growth  of  the  plant. 

The  Fifth  sees  the  child  present  the  flower  or  berry  to 
a  dear  friend. 

EDUCATIONAL  RULES. 

33.  Even  if  in  circumstances  that  will  permit  you  to 
dress  your  child  richly,  dress  it  rather  plain,  especially  at 
school,  so  that  there  will  be  no  unhappy  feelings  caused  to 
poorer  children.  If  they  are  to  receive  company,  it  is  the 
sign  of  a  good  education,  if  your  child,  as  host,  is 
dressed  not  so  richly  as  her  company. 

•  I  1.  Conform  to  the  fashion  with  children  so  far  as  it 
will  be  conducive  to  their  health  and  comfort,  and  be  in 
good  taste.  For  children  will  feel  keenly  if  they  look  odd 
when  they  go  to  school. 

35.  Let  children  have  departments  assigned  them  to 
fulfil   in   the   machinery  of  the  household,  and  exchange 
them  for  others  in  alternate  weeks  or  months,  if  agreeable 
to  the  interested  parties. 

36.  Em-oura^e  children  to  carry  flowers  to  the  teacher, 
and  to  observe  the  birthday  of  each  member  of  the  family. 

HYGIENE. 

33.  As  soon  as  fruit   is  ripe,  procure  it  for  your  child- 
ren;   it  is   better  than  pies  or  cake.     Ten  dollars  spent 
for  strawberries    may    save  much   suffering   and   doctors' 
bills  within  a  year. 

34.  Do  no  let  children  play  out  after  the  sun  has  set. 
35      Sore  eyes  must  be  washed  many  times  a  day ;  the 

same  with  other  sores. 

o«>.     Be  careful   of  <  Ira  lights.     When  a  child  is  being 
washed,  doors  and  windows  must  be  kept  closed. 


176  NATIONAL   KINDERGARTEN   MANUAL. 


LIST   OF   REFERENCE   BOOKS 

FOR   THE 

SCHOOL  AND  HOME  LIBRARY. 


Land  and  Water  Friends. 

Treasury  of  Useful  Knowledge,  by  Doerner. 

Hooker's  Child's  Book  of  Nature. 

The  Kindergarten  and  the  School. 

Herbert  Spencer  on  Education. 

From  the  Cradle  to  the  School,  by  Bertha  Meyer. 

Educational  Reformers,  by  R.  H.  Quick. 

Familiar  Animals  and  their  Wild  Kindred. 

Early  Training  of  Children,  by  Mrs.  Frank  Malleson. 

The  Child,  by  Kriege. 

The  Education  of  Man,  Froebel. 

Barnard's  Child-Culture. 

Kindergarten  Culture,  by  Wm.  H.  Hailmann. 

School  Devices,  by  Shaw  and  Donnell. 

Early  Education,  by  James  Currie. 

Reminiscences  of  Froebel,  by  the  Baroness  Marenholz  von 
Biilow. 

How  shall  my  Child  be  Taught,  by  Louisa  P.  Hopkins. 

Bits  of  Talk  for  Young  Folks,         I  ^  •  H  H 

Bits  of  Talk  about  Home  Matters,  ) 

Lessons  on  Manners,  for  School  and  Home  Use.  By  Edith  E. 
Wiggin. 

The  Use  of  Stories  in  the  Kindergarten,  by  Miss  Anna  Buck- 
land. 

Lectures  in  the  Training  Schools  for  Kindergartners,  by  Eliz- 
abeth P.  Peabody. 


LIST  OF  I:KFKI:KN<:K  HOOKS.  177 

P»:il»y  Land. 

Practical  Work  in  the  School-Room. 
Improvement  of  tlie  Senses,  by  Horace  Grant. 
Development  Lessons,  by  E.  V.  De  Graff  and  M.  K.  Smith. 
Life  of  Froebel. 

Iu«()i(l  of  Mr.  Alcott's  School,  exemplifying  the  Principles  and 
Methods  of  Moral  Culture. 

KINDERGARTEN   GUIDES. 

Paradise  of  Childhood. 

Mrs.  Kraus'  Baelt's  Guide  to  the  Kindergarten. 

Mary  Mann  and  Klizabeth  Peabody's  Guide. 

E.  Range's  English  Kindergarten  Guide. 

Mr>.  Louise  Pollock's  National  Kindergarten  Manual 

KINDERGARTEN  SONG-BOOKS. 

Kind,  riiartcn  Chimes,  by  Kate  Douglas  Wiggin. 

Tlu'  Paradise  of  Childhood,  by  Edward  Wiebe*. 

A  Book  of  Rhymes  and  Tunes,  by  Margaret  P.  Osgood.    Trans- 

lations by  Louisa  T.  Craigin. 
Songs   and   Games   for   Little    Ones,    prepared   by   Gertrude 

Walker  and  Harriet  S.  Jenks. 
Songs  for  Little  Children,  by  Eleanor  Smith. 

tini:  Songs,  by  Froebel. 

Sonus,  (iaine.s  and  Rhymes,  by  Endora  Lucas  Hailmann. 
Mr*.  Louise  Pollock's  National  Kindergarten  Songs  and  Plays. 
kt  "          Cheerful  Echoes  (an  entirely  new   Col- 

lection. 


TIUVER8IT1 


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